On 10 December 2008 Bernard Madoff's sons told authorities their father had just confessed to them that the asset management arm of his firm was a massive Ponzi scheme, and quoted him as saying it was "one big lie". Five days later Irving Picard was appointed the trustee over Bernard L. Madoff Investment Securities, LLC.
A Ponzi scheme is a fraudulent investment operation that pays returns to separate investors from their own money or money paid by subsequent investors, rather than from any real profit earned. This means that to the extent an investor receives more than what they paid into such a scheme, those profits were paid from other investors' monies. A Ponzi scheme usually fails when new money coming into the scheme is insufficient to fund withdrawals.
For a liquidator appointed over a fund who was itself an investor in the world's largest fraud, particularly one whose account statement with Madoff showed a balance of approximately $6.2 billion (albeit a fictitious balance), there is definitely a challenge in winding up that fund and seeking recoveries. It's a whole new world of complex, cross-border issues for recovering and distributing assets within a Ponzi scheme scenario.
The objective of a liquidator is to maximise recoveries and to distribute the assets to creditors and investors as promptly and efficiently as possible. Within a Ponzi scheme scenario, recovering assets and determining who are its creditors is not as simple as it sounds.
Starting with recovering assets, particularly where the losses are as significant as those incurred in Madoff, the usual remedies are insufficient to cover the deficit in the estate. The traditional wrongdoers against whom the liquidators would consider pursuing claims and recoveries will have limits on either the amount of assets or insurance they can contribute. Therefore, other avenues of recovery need to be considered.
The nature of a Ponzi scheme results in the "early" or "first in" investors taking out more assets than they originally invested. So one possible avenue to consider is pursuing the investor to repay the fictitious profits it earned on its investment. Thus an investor who redeemed from the fund may be asked to repay the profits it earned on its original investment.
Another possibility is to seek to recover not only the fictitious profit but the gross redemption paid. Under most insolvency legislation, a liquidator can pursue preference claims, which are claims for monies paid within a period of time (in the US it's 90 days; in English common law jurisdictions it is typically six months) in circumstances where the entity is insolvent and the redeemer was paid in preference to other creditors. In some jurisdictions, this period is extended to one or two years if the redeemer is a connected party. In BVI, for instance, the definition of a connected party is a statutory one and includes any person who is a shareholder.
Claims for the full redemption may also be available when it can be shown that the redeemer intended to make the redemption and had knowledge of the fraud and received payment to the detriment of the other creditors. Thus, if a liquidator was able to demonstrate that a redeemer had knowledge of the Ponzi scheme or consciously disregarded facts which suggested this and withdrew his investment on that basis, the liquidator may be able to recover the full redemption for the benefit of the estate.
Issues may arise when the redeemer in question holds the investment in the fund and any redemption proceeds for another person. A custodian bank, for example, may be the shareholder of record and, on that basis, be the subject of a restitutionary claim for redemption proceeds. The true beneficiary, however, would be unknown to the liquidator and indeed may have received the benefit of the redemption in another jurisdiction, where any subsequent cause of action may have to be considered.
Clearly when investigating such claims, various options exist as to the jurisdiction(s) in which to pursue such claims. This is important for a number of reasons, not least of which is the look-back period to during which redemptions can be pursued, the level of sophistication of the legal system to address such complex claims and whether there are any assets in that jurisdiction. It can often be the case that the liquidator cannot pursue all redeemer claims in one jurisdiction, so multi-jurisdictional coordination is necessary to avoid duplicative costs and compromise to the overall strategy.
In the above example the twenty shares remaining in the fund are all net profit.
In March 2010, the US bankruptcy judge overseeing the Madoff case ruled that investors who withdrew at least their initial investment from Madoff before the exposure of his massive fraud will recover nothing from Madoff's estate. Such investors are now known as "net winners". So-called net losers, whose withdrawals from Madoff's fund never reached the amount of their initial investment, will be entitled to recover in the estate.
The above ruling is attractive as it in effect compensates the 'victims' of the fraud. But such a finding may face some challenges in the British common law jurisdictions, where courts may not determine investors based on a net winner/loser basis.
Another interesting issue is the position of custodian banks. While it may be that a custodian bank will be able to demonstrate that redemption funds flowed through to its clients (possibly establishing thereby a defence to a claim for unjust enrichment), that same bank will be the party that makes the claim in the estate as the shareholder of record. Thus on the one hand the custodian bank will argue it is not the debtor because it never received the benefit of the funds, while on the other hand it will claim as the investor of record in order to pass any recoveries to its own clients.
We are still in the early stages of resolving some of the issues and complications that are arising in the liquidations affected by such large scale Ponzi schemes and frauds, and it is likely that some of these issues will be tested in court. It will come as little surprise that the amounts involved will result in these issues being vigorously contested.
Options exist for attempting to address the net winner/loser issue. It is possible that net losers may be able to make creditor claims and attempt to adjust their position and ranking priority to the assets for distribution. Also it is possible that a scheme of arrangement could be implemented that addressed priority to assets and timing of distributions.
One of the subjects being discussed in insolvency circles is whether there need to be two sets of insolvency rules: one for standard insolvencies and another for Ponzi schemes. Whether investors feel that the current process is fair may ultimately have some impact on whether any proposals are progressed.


Tom – Long time reader, first time responder.
Hank arrives on-time for his Manager's meeting. From what we learn in the fable, his responsibility to his customer is punctual attendance at that meeting. Hank could replace his next "speech" to team with a discussion about why 8:00 AM punctuality is important. Perhaps there is a call log that shows long customer wait times, data processing backlogs, or some other metric. Perhaps there is a teammate who is always early who is overburden by the lack of punctuality. Perhaps the production line cannot begin until the last person arrives.
Consider the fable if "punctuality" was replaced with "data accuracy". Hank _could_ process their forms perfectly as a example to his team, but he could also be as effective by ensuring that his reports, and the feedback, emails, and work products he produces that his team sees, are just as error-free as the work he expects them to produce. That is leadership by example as well.
I submit that a workforce that cannot be effective without a supervisor physically monitoring them will struggle mightily to keep up with motivated teams operating with a unified sense of purpose towards a common goal.


text:
Q: MetPy: projection information in xarray Dataset for cross sections? The input for metpy.cross_section() is an xarray Dataset or DataArray that "must have attached projection information."
To use MetPy cross secion I need to write my own xarray Dataset as my NWP data with meta data cannot be read autamatically into an xarray Dataset. However it is unclear to me what meta data is required for MetPy to be able to understand my projection.
I realise that it is the metpy.parse_cf() that gives MetPy the projection information but I can't find any information on metpy.parse_cf(), i.e. what variables are the necessary ones. At the moment metpy.parse_cf() is a black box to me.

A: The "attached projection information" required for the cross section function is having the crs coordinate and axis coordinate attributes that MetPy adds to the dataset when using ds.metpy.parse_cf() (as described in the xarray with MetPy tutorial).
MetPy creates the crs coordinate and axis coordinate attributes using metadata in the dataset according to the CF Conventions. If your GRIB-to-xarray dataset reader includes this information for the data on a Lambert Conformal grid, then the crs coordinate should be created properly (you can check this by ensuring it reads "Projection: lambert_conformal_conic"). However, if your dataset reader does not include this metadata, you may have to add it yourself.

redpajama_set_name: RedPajamaStackExchange


text:
Topics:Digital Payments, News, SBI inTouch, State Bank of India
SBI launches 6 digital branches with video conferencing pods, online booths & more
Riddhi Mukherjee
India's largest bank State Bank of India (SBI) has introduced six digital branches across the country to offer banking solutions to its Internet and mobile customer base.
Branded as SBI InTouch, these branches are currently operational in Mumbai, Delhi, Chennai, Bangalore and Ahmedabad with the Kolkata branch expected to be opened shortly. These bank will be open all seven weekdays but sadly it wouldn't be operational round the clock, rather it will be operational for 12 hours (10 am to 10 pm).
The bank has tied up with Accenture for this initiative, which apparently helped the bank in designing the branch layouts, implementing the digital processes and technology at each of these branches, and provided back-end integration, including employee training.
Accenture mentions that these banks will feature of a number of digital banking facilities like multi-functional kiosks for instant account opening with personalised debit cards, transferring funds, withdrawing and depositing cash and providing instant in-principal loan approvals (home, auto and education).
It will also feature "expert pods" through which expert advisors would be available via high-definition video conferencing to answer customer queries. It will also feature an online booth to allow customers manage their accounts and enroll for online banking services, if they haven't already.
Besides this, these digital branches are apparently equipped with interactive wall and table displays to allow customers plan their finances.
SBI's digital services offerings
This year SBI has launched quite a few initiatives to expand its digital services offerings, for both customers and merchants.
In March, SBI launched a new payments solution for merchants called SBIePay. At the time of the launch SBIePay offered real-time credit card, debit card, net banking and mobile payment transaction validation processes. Electronic Bill Presentment and Payment platform (EBPP) was also part of the plan.
Last month, SBI had also partnered with Bangalore-based mobile point of sale (PoS) payments startup Ezetap. Ezetap was entrusted with the task of deploying 500,000 PoS terminals over the next 5 years. These PoS terminals will be available for SBI customers, as well as its five associate banks.
State Bank of India had also launched a prepaid mobile wallet service called Mobicash Easy in January this year, that allows users to transfer funds and make bill payment among others. The bank had appointed Oxigen as its technology partner and the wallet was powered by Oxigen's Wallet Technology Platform and Management.
In April 2012, private sector bank ICICI Bank had launched 25 self service e-branches across 18 cities including in metro and tier II cities for enabling 24×7 banking transactions. It had also introduced 'Tab Banking' that allows customers to open ICICI bank account on a tablet from their home or office and virtual E-Lockers which can be used to safely store electronically scanned copies of important documents.
Last September, it had also introduced a Facebook banking app called Pockets which enabled ICICI customers to carry out banking transactions on Facebook.
(With Inputs from Vikas SN)
In this article:Digital Payments, News, SBI inTouch, State Bank of India
Visa proposes common protocol for offline payments
We missed this earlier. A technical policy paper authored by researchers at global card network Visa Inc. has proposed a common protocol that can...

redpajama_set_name: RedPajamaCommonCrawl


text:
Natural history museums (24)
Zoology (24)
Research grants (21)
Professional associations (20)
Art, African (19)
National Air and Space Museum. Archives Division. (10)
National Zoological Park, Office of the Director (8)
National Museum of African Art. Office of the Director (6)
Smithsonian Institution. Office of Design and Construction (6)
Council of American Overseas Research Centers (5)
National Museum of Natural History, Dept. of Invertebrate Zoology (5)
Smithsonian Associates (5)
Smithsonian Institution, Office of Exhibits Central (5)
Smithsonian Institution, Office of the Under Secretary (5)
Stella, Joseph (5)
Watkins, Franklin Chenault (5)
Zulu (African people) (10)
Maasai (African people) (7)
San (African people) (4)
East Indians (3)
Kikuyu (African people) (3)
Ndebele (African people) (3)
Xhosa (African people) (3)
Query: South Africa
Woolworth, Alan R.
Weslager, C.A.
Witthoft, John
Swauger, James Lee
To a considerable degree, the James H. Howard papers consist of manuscript copies of articles, book, speeches, and reviews that document his professional work in anthropology, ethnology, ethnohistory, archeology, linguistics, musicology, and folklore between 1950 and 1982. Among these are a few unpublished items. Notes are relatively scant, there being somewhat appreciable materials for the Chippewa, Choctaw, Creek, Dakota, Omaha, Ponca, Seminole, and Shawnee. The chief field materials represented in the collection are sound recordings and photographs, but many of the latter are yet to be unidentified. A series of color photographs of Indian artifacts in folders are mostly identified and represent the extensive American Indian Cultural collection of costumes and artifacts that Howard acquired and created. Other documents include copies of papers and other research materials of colleagues. There is very little original material related to archeological work in the collection and that which is present concerns contract work for the Lone State Steel Company.
Society of Vertebrate Paleontology
This accession consists of manuscripts of articles edited for publication in the Journal of Vertebrate Paleontology, the official publication of the Society of Vertebrate Paleontology. These manuscripts were published in volumes 20-24 of the journal. Materials also include rejected manuscripts; correspondence of editors, authors, and other ...
Smithsonian Institution,Office of Quincentenary Programs
37.86 cu. ft. (37 record storage boxes) (2 12x17 boxes)
These records document the activities which the Office of Quincentenary Programs coordinated or organized to mark the 500th anniversary of Christopher Columbus's first landfall in the Americas on October 12, 1492. The Quincentenary programs began in 1985 under the coordination of Smithsonian's Directorate of International Activities, Magali ...
Smithsonian Institution. Office of International Relations
This accession consists of records documenting collaboration between the Smithsonian Institution and foreign nations in regard to scientific research, special events, and exhibitions. The materials consist of correspondence, memoranda, and notes; contracts and agreements; reports; conference information; budget summaries; meeting agendas ...
Lawrence H. Walkinshaw Papers
Walkinshaw, Lawrence H
This accession consists of field notes, research notes, correspondence, photographs and negatives (including cellulose nitrate negatives) documenting Walkinshaw's research on cranes.
Manny Villafaña Papers
GV Medical, Inc.
Cardiac Pacemakers, Inc.
CABG Medical, Inc.
ATS Medical, Inc.
The collection documents Manny Villafaña, inventor, entrepreneur and founder of several medical device companies since 1971. The majority of the collection pertains to St. Jude Medical, which introduced the mechanical heart valve technology that became the industry standard.
Krainik Ballooning Collection
Krainik, Cliff
3.19 Cubic feet (2 shoeboxes; 3 flatboxes)
This 19th and 20th century ballooning memorabilia collection contains the following items, which have been meticulously inventoried: 112 stereoscopic photographs; 107 photographs; 84 postcards, trade cards, valentines, and similar items; 80 prints; and 23 miscellaneous items.
José de Rivera papers
De Rivera, José Ruiz, 1904-1985
AAA.derijose
The papers of sculptor José de Rivera date from 1930 to 1991 and measure 5.6 linear feet. Found within the papers are biographical materials, letters, scattered personal business records, commission files, art work including four sketchbooks, printed material, and photographs. One of the commission files includes a motion picture film.
William H. Johnson papers
Johnson, William H., 1901-1970
AAA.johnwill
The papers of African American painter William H. Johnson date from 1922 to 1971, with the bulk of the material dating from 1926 to 1956, and measure 1.5 linear feet. The collection documents Johnson's career as an artist in New York and in Europe and his marriage to textile artist Holcha Krake through scattered biographical material, including eight letters regarding the sale and exhibition of his work - one from Langston Hughes and two are from Alonzo Aden of the Barnett Aden Gallery. Also found are exhibition catalogs, news clippings, other printed material, and photographs of Johnson, Krake, and their artwork. One scrapbook contains news clippings, letters, and additional photographs. Another scrapbook contains travel postcards. Also found are a few scattered records and research notes compiled by the Harmon Foundation regarding William H. Johnson.
This accession consists of records documenting the administrative activities of the Office of International Relations and its predecessors, the Directorate of International Activities and the Office of International Activities, respectively, in regard to office budgetary matters and the coordinating of internationally-focused Smithsonian proje...


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text:
NEXT CHAPTER PROGRAM
ENDURE FOR A CURE
PROGRAMS SIGN IN
In 2021, the Athletes For Life team will be taking on a series of sports challenges to support various charities around the world. All dates are subject to change due to Covid 19 restrictions and updates. Click the buttons on each event on the list to learn more about it or to speak to us about how to participate!
RUNNING FESTIVAL
One of the world's most scenic marathon courses, taking in some of Sydney's most spectacular and historic landmarks including the Sydney Harbour Bridge and Opera House.
Held annually on the streets of Berlin, the event includes multiple races over the marathon distance of 42.195 km, including elite level road running competitions, a race for the general public, an in-line skating race, a wheelchair race, and a handcycle race.
The largest marathon event in the United Kingdom, with participants helping to raise over £1 billion since its founding, including £66.4 million at the 2019 London Marathon which was the highest amount for a single-day fund-raising event.
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One of my favorite dishes during the holidays is garlic mashed potatoes! This savory dish is an all time favorite comfort food for all, but can be slightly unhealthy for you with the added butter, so try substituting coconut oil for butter.
Coconut oil is a healthy alternative to butter and can be used as a 1:1 ratio. If you would be using 1 tablespoon of butter, simply replace it with 1 tablespoon of Kelapo Coconut Oil!
1. Place potatoes in a pot with water and heat to medium-high. Allow the water to reach a boiling state and lower heat to medium, allowing potatoes to cook for about 12 minutes.
2. Continue to boil until tender. Drain and return potatoes to a warm pan. Mash the potatoes, however do not overwork them. This may cause the potatoes to become tough.
3. Mix in your garlic, dill, parsley and coconut oil until well blended. Add milk and sour cream until you have reached the consistency you desire (start with a small amount of milk and continue to add so the potatoes don't become too runny).
My mouth is watering from writing this blog! To make this even more delicious, add a little coconut on the top of your serving! The coconut oil helps to really bring out the flavor of the potatoes and spices for this melt in your mouth dish. What is your favorite comfort food during the holidays?


Join a rapid-fire tour of the Digital Workplace and MarTech vendor landscape via RSG's famous Subway Map supergraphic. What stations have changed, who has entered, and what's been shut down? What trends run throughout the system?
If you're a digital leader, get the latest scoop on what's happening in key marketplaces.


Need another safety prompt, please!
Can Immunize cause conflicts with other anti spyware?
Older Spybot immunizations - impossible to remove?
Why does Spybot remove entries from hosts file?
Spybot 1.6 can't immunize K-meleon!


text:
\section{Introduction}\label{intro}

The High Resolution Echelle Spectrometer (HIRES) \cite{vogt94} at the
Keck-I telescope on Maunakea has contributed significantly to our
knowledge of the intermediate- to high-redshift universe.  In
particular, observations of absorption lines toward background quasars
with HIRES have provided a number of fundamental discoveries and
studies.  HIRES observations have provided experimental tests of Big
Bang Nucleosynthesis and have help determine the cosmological baryon
density (e.g., \citealt{burles98a,omeara01,cooke14}).  They have
discovered pristine gas clouds \citep{fumagalli11} and determined the
metal budgets over 10 decades in H$\;${\small\rm I}\relax\ column density from the Lyman--$\alpha$ forest\
\citep{simcoe04} to the damped Lyman alpha systems
\citep{wolfe05}. They have explored the galaxy-IGM connection
\citep{steidel10} and have constrained the thermal history of the
universe \citep{bolton14}. They have helped constrain dark matter
models \citep{viel13}, have provided critical tests to cosmological
simulations \citep{tytler07}, and been used to study changes in the
fine-structure constant with redshift \citep{murphy01,webb01,murphy03}.
Indeed, at the time of submission, HIRES appears in the title or
abstract of over 1000 papers totaling over 20,000 citations.

Remarkably, these successful studies have primarily been achieved with
single objects, or with samples numbering in the tens of sightlines.
This largely reflects the limited allocations of Principal
Investigators (PIs) with direct access to the Keck telescopes.  The
compilation of a significant portion of the quasar sightlines observed
with HIRES in the Keck Observatory Archive
(KOA\footnote{http://www2.keck.hawaii.edu/koa/public/koa.php}),
however, now facilitates the study of hundreds of quasar sightlines by
making the data available to the community in raw form.  In 2009, we
were awarded a NASA ADAP grant (PI: Lehner) to use this rich QSO
database ($> 600$ QSOs as of this writing) to study the hot ionized
O$\;${\small\rm VI}\relax\ gas in the circumgalactic medium of $2 < z < 4$ galaxies in a
sample of H$\;${\small\rm I}\relax-selected strong absorbers ($\log N_{\rm HI}\ga 17$,
i.e., the Lyman limit and damped Ly$\alpha$ systems).  The first
results from our Keck Observatory Database of Ionized Absorption
toward Quasars (KODIAQ) survey are presented in \citet{lehner14}.

As part of the KODIAQ survey, we have uniformly processed the HIRES
spectra of hundreds of QSOs. In this work, we present the first data
release (DR1) from the survey.  We make available to the community
continuum normalized 1-D spectra for 170\ QSOs and make them
publicly available at the KOA.  This work joins and extends the public
data releases of Keck data from \cite{Xgrb}, \cite{Xesi}, \cite{Xdla},
and \cite{Rafelski}, and is complementary to the ESO Advanced Data
Products Quasar Sample (e.g., \citealt{zafar}).  Here we present the
details of our work to produce this archive. An outline of the paper
is as follows: In section \ref{data}, we describe the basic properties
of the data, it's reduction, and its availability at the KOA.  In
section \ref{dr1}, we describe the specific properties of the DR1
sample.  Finally, in section \ref{future} we describe future planned
data releases and summarize.

\section{The Data}\label{data}
Data taken over the last two decades from the HIRES spectrograph fall
into three general categories.  The first is the earliest data from
1995--1997, where the light is dispersed onto a single Tektronix
$2048\times 2048$ chip (see \citealt{vogt94} for details).  The second
category spans the years 1997--2004, when HIRES could be configured
using either a red or blue sensitive cross-disperser to enhance
throughput over specific wavelength ranges, but still feeding a single
CCD.  Finally, the third category, covering data from 2004 to the
present, has the original single CCD replaced by a 3 chip mosaic, with
dramatically increased blue sensitivity.  The data in DR1 are all
drawn from this last category.

HIRES has a number of user-selectable instrument element settings.
These include detector binning, entrance slit width and length (set
simultaneously by choosing a decker), and
echelle and cross-disperser angle.  The latter two elements determine
the wavelength coverage for a given setup.  For data taken
with the blue cross-disperser, the data frequently have continuous
wavelength coverage (with some overlaps between echelle orders),
albeit with two small gaps in coverage due to the spacing between the
chips in the mosaic.  Data obtained with the red cross disperser often
has additional gaps in wavelength coverage, due to the increasing
spatial extent of the dispersed light becoming larger than the extent
of the chip. The slit width sets the resolution of the data.  Table~1
gives the spectral resolution associated with the HIRES deckers
 that span the DR1 sample.  The vast majority of HIRES data in DR1
 were obtained with the C1 or C5 decker that provide FWHM
$R=48,000$ and $R=36,000$, corresponding to velocity resolutions of
6.2 and 8.3 ${\rm km\,s}^{-1}$\ (FWHM), respectively.

\subsection{Raw Data}\label{rawdata}
The data for the KODIAQ survey are taken entirely from the KOA, i.e.,
they constitute a publicly-available sample.  While a quantity of
HIRES observations of quasar absorption lines still remain
unavailable,\footnote{Some PIs have requested and received proprietary
  times exceeding the nominal 1.5\,years} the KOA sample constitutes a
high percentage of all quasars observed to date with HIRES, as
measured by comparing the data in the sample with the Keck-I telescope
schedule over the last two decades.  Through searching by a
combination of Principal Investigator (PI) and project titles
associated with HIRES data at the KOA, we downloaded all the QSO data
in raw form for reduction and analysis.  Including calibration files,
the sample contains many tens of thousands of individual HIRES
exposures totaling $\sim$250 Gb.  The data were grouped by observing
run, where a single PI would observe with HIRES for a single night, or
over multiple nights close in time.  The choice of observing run
grouping was made to best facilitate data reduction of objects with
nearly identical HIRES configurations.

\subsection{Data Reduction}\label{redux}
Once grouped into observing runs, the data were uniformly reduced
using the HIRedux
code\footnote{http://www.ucolick.org/$\sim$xavier/HIRedux/} developed as
part of the
XIDL\footnote{http://www.ucolick.org/$\sim$xavier/IDL/index.html} suite of
astronomical routines in IDL.  HIRedux was developed as a variant
of the reduction pipeline\footnote{http://web.mit.edu/$\sim$burles/www/MIKE/}
for the MIKE spectrograph on the Magellan
Clay telescope at Las Campanas Observatory which further evolved in
the MaSE pipeline \citep{mase}.

Briefly, the HIRedux workflow is as follows: First, the raw data are
read into the pipeline and sorted into ``setups'', where each setup is
a unique combination of decker, binning, and dispersing element choice
and configuration. Next, for each setup, a bias level and gain is
determined from the data, and a flat field image is constructed by a
median combine of individual exposures.  The flat field is used to
determine the echelle order edges via polynomial fitting, and to
determine the illumination of light along the slit (i.e., the tilt),
which is not constant.  Traditional pixel-to-pixel variation
flat-fielding is performed using archival pixel flat fields obtained
every few semesters by JXP.  These were acquired with a clever recipe
kindly suggested by R. Kibrick: a series of spectral images obtained
with the cover to the cross-disperser in place.  This cover is
partially reflective and yields a relatively uniform image on one
detector of the CCD mosaic when the cross-disperser grating is tilted
to $-3.1, -4.1$ or $-5.5$ for the blue, green and red detectors,
respectively.  The resultant, normalized image corrects for
small-scale variations in the detector (e.g., defects, ``pocks'',
etc.) that challenge a traditional approach to flat fielding.

With the orders spatially defined, the next step is to
determine a two-dimensional wavelength image for the chip by first
extracting down the center of each order an exposure of a ThAr arc
lamp.  This extracted arc spectrum is then compared to a suite of
archival ThAr databases and the algorithm solves for a two-dimensional
wavelength solution rejecting outliers or spurious
arc line features.   The residuals to the arc line solutions
are generally at the sub-pixel level.  If multiple exposures of a science target
exist, cosmic rays are identified by analyzing the ratio of each
exposure to the median combined frame in standard ways.

Next, the data are sky-subtracted and the
object extracted on an order-by-order basis.  The specifics of the sky
subtration and object extraction are given in \citet{mase} who
describes the MaSE extraction pipeline (used to process data from the
Magellan MagE spectrograph), which shares a common codebase
with HIRedux.  The output of the extraction is an
order-by-order spectrum of counts versus vacuum wavelength.  For
multiple exposures of a science target with the same setup, the
individual orders are weighted-mean combined, with the weights coming
from the signal to noise of the individual exposures.

\subsection{Continuum Placement}\label{continuum}
For most types of analysis, quasar absorption line data are required
to be in continuum normalized form.  To put the data in this form, the
shape of both the spectrograph blaze function and the underlying
quasar SED must be removed via the process of continuum-fitting.  Many
spectrographs are able, via the use of a spectrophotometric standard
star, to remove the instrumenal response and flux calibrate the data
to aid in this process. Unfortunately, HIRES can not be reliably flux
calibrated (e.g., \citealt{suzuki}).  As such, the data are fitted by
hand, one echelle order at a time.

To minimize variation in continuum-fitting methodologies, a single
member of the team (JMO) performed the continuum-fitting for the DR1
sample.  The exact method of fitting varies by quasar to quasar
depending on a combination of the signal to noise of the data, whether
the regions to be fit are blueward or redward of the quasar's Ly$\alpha$\
line (i.e., if the data covers the Lyman--$\alpha$ forest), the redshift of the quasar
(larger redshift quasars have significantly more Lyman--$\alpha$ forest\ absorption),
the shape of the blaze function in a given order, and the occurrence of
strong features such as quasar emission lines or damped Lyman alpha
absorbers.  Nevertheless, a basic feature of all the continuum fits is
that they were performed using Legendre polynomial fits to each
spectral order, with the order of the Legendre polynomial ranging
nominally anywhere from 4 to 12 (or more in rare cases),
depending on the factors given above.  In the
Lyman--$\alpha$ forest , the continuum is anchored at points deemed by eye to be
absorption free. In regions redward of the Lyman--$\alpha$ forest, significantly more
regions of the spectrum are absorption-free, and the fit is in general
more reliable and objective. Given
the number of spectra present in the DR1, the number of echelle
orders fit is well over 8000.  An example of a continuum fit to a
single HIRES echelle order is shown in Figure \ref{fig_cont}.

Since the true quasar SED is unknown, especially at the resolution of
HIRES, an exact quantification of errors in the continuum fit cannot
be obtained.  Previous attempts at estimating continuum level errors
(e.g., \citealt{faucher-giguere}) typically find the error to be at the
few percent level or less in moderate to high signal to noise data
(e.g., S/N$\, \ga 10$), with the errors
increasing as either the signal to noise decreases, or the redshift
of the quasar increases.  As we will see in section \ref{dr1}, the DR1
sample covers a wide range of both quantities.  We also note that the
continuum placement will incur additional uncertainties in
regions within $\sim$$1000$ ${\rm km\,s}^{-1}$\ of strong emission/absorption features
such as damped Lyman alpha absorbers, or BAL features in the quasar
spectrum itself.  We recommend that users of DR1 data either refine
our continuum estimate, or place their own continuum levels on the
extracted data if a more precise continuum estimate is demanded in their
analysis.  As we show below, the DR1 data are housed at KOA in a
manner such as to facilitate a re-assignment of the continuum level as
users see fit.  After the continuum level is assigned to each order,
the data are combined into separate one-dimensional flux and error
spectra, with regions of echelle order overlap in wavelength space
added together weighted by signal to noise.  An example of this final
product is shown in Figure \ref{fig_spectrum}.  The full HIRES header is
preserved from the raw data, along with KOA- and KODIAQ-specific header
cards appended to the end of the original data header.

\subsection{KODIAQ at the KOA}\label{koa}
Beginning in May 2015, data from DR1 and all subsequent data releases from
KODIAQ will be available via the ``Contributed Datasets'' section of
the KOA.\footnote{https://koa.ipac.caltech.edu/Datasets}  Users can search for
individual quasar sightlines, or can download the entire set of
one-dimensional continuum normalized final science products. Each
quasar sightline contains a machine readable summary file detailing
all observations of the quasar, one-dimensional flux and error files
for each (coadded) observation in \texttt{FITS} format, and a preview image.  To
facilitate analysis according to the users needs, all intermediate
data reduction steps will be also available at the KOA, and can be
downloaded on an observing run by observing run basis.  The intermediate
data are grouped by observing run since many quasars can be observed in
a single HIRES setup on a given run. Each observing run has a file
structure dictated by HIRedux. In particular, users may wish to
download the intermediate data products to assign their own continuum
level to the individual HIRES orders.

\section{Properties of KODIAQ DR1}\label{dr1}
The KODIAQ DR1  comprises 170\ quasars observed in the mosaic
configuration of HIRES between 2004 and 2012.\footnote{One quasar is a
  lensed system, so the number of individual sightlines is 171}
The DR1 sample is summarized in Table 2.  The convention adopted here
is to name each quasar after their J2000 RA/DEC as resolved by SIMBAD
or SDSS.  For example, the quasar with J2000 coordinates
01:08:06.41+16:35:50.0 receives the name J010806+163550.  In the case
of very close quasar pairs or lensed quasars, the name is appended
with A,B, and so on.
Many of the quasars have been observed by multiple PIs, and/or with
multiple HIRES setups, such that the total number of spectra available
in DR1 is 247\, representing coadditions from 567\
individual HIRES observations.  Exposure times range from the hundreds
to tens of thousands of seconds, and the combined total exposure time
for DR1 is approximately 1.6 megaseconds.

\subsection{General Properties}\label{general}
Figure \ref{fig_zhist} shows the quasar emission redshift distribution
for DR1, and shows that the DR1 data span a redshift range of $0.29 <
z_{\rm em} < 5.29$ in a roughly gaussian distribution, with a mean value
of $z_{\rm em}=2.725$  and a standard deviation of 0.738.
The distribution of DR1 quasars on the sky is shown in Figure
\ref{fig_map}; these primarily cover the North Galactic Pole.
The data vary significantly in signal to noise.  In Figure
\ref{fig_snrhist}, we display the signal-to-noise S/N of the KODIAQ spectra in the
following way.
For each of the  247\ spectra, we calculate the
median S/N per 2.6${\rm km\,s}^{-1}$\ interval (i.e., two unbinned HIRES pixels)
over a window of $\lambda = \pm 5$\AA\ on either side of 3 wavelength bins in the quasar
rest frame
These wavelengths are chosen to give a sense of the data near the
quasar Lyman limit, the regions encompassing the Lyman--$\alpha$ forest\ and a region
sampling Lyman--$\alpha$ forest-free wavelengths for metal line searches. Figure
\ref{fig_snrhist} illustrates that a significant fraction of the data
has S/N\,$>10$, facilitating a wide variety of future studies.
For further illustration of the data, Figure\ref{fig_spec_img}
 shows the full spectral dataset rebinned to 500 spectral pixels
ordered from top-to-bottom by quasar
emission redshift.  The echelle order gaps and HIRES setups are
evident on large scales, as well as the
large-scale influence of the Lyman--$\alpha$ forest\ on the smaller scales.

\subsection{Cosmological Properties}\label{cosmological}
We anticipate that the data made available in the DR1 and future releases
will have a multitude of uses beyond those presented in
\cite{lehner14}.  To give a sense of the size of the DR1 in terms of
possible cosmological applications, we present several quantities
summarizing this rich dataset.  In Figure \ref{fig_resthist}, we
display a histogram of the wavelengths covered in the 247\ of
DR1, placed in the quasar rest frame to best
display what ionic species could be
searched for in the data.  Figure \ref{fig_allrange} shows how many
spectra in DR1 provide coverage of a number of ions common in quasar
absorption line studies, namely Ly$\alpha$, O$\;${\small\rm VI}\relax, C$\;${\small\rm IV}\relax, and Mg$\;${\small\rm II}\relax.  For
Ly$\alpha$, we restrict ourselves to sampling only the wavelengths between the
quasar Ly$\alpha$\ and Ly$\beta$\ emission lines when counting sightlines.
For C$\;${\small\rm IV}\relax\ and Mg$\;${\small\rm II}\relax, we sample only available wavelengths larger than that of the
quasar Ly$\alpha$\ line and less than the quasar C$\;${\small\rm IV}\relax\ and Mg$\;${\small\rm II}\relax\ emission
lines, respectively.  Finally, for O$\;${\small\rm VI}\relax, we consider all available wavelengths
lower than that of the quasar O$\;${\small\rm VI}\relax\ emission line.

We can also cast
the sample in terms of the redshift sensitivity function $g(z)$ used in
studies of the incidence frequency $\ell(z) =dN/dz$ of an absorption feature
or for the column density distribution function $f(N_x,z)$ of ion $x$.
In Figure \ref{fig_goz}, we present two estimates of $g(z)$.  First,
for each of the 170\ quasars in the sample (this time choosing only
a single spectrum for each quasar as to avoid double counting)
we estimate the sensitivity to searching for Lyman--$\alpha$ forest\ absorption by determining which quasars
cover the Lyman--$\alpha$ forest\ between 3000 ${\rm km\,s}^{-1}$\ to the red of the quasar Ly$\beta$\ line
and 3000 ${\rm km\,s}^{-1}$\ to the blue of the quasar Ly$\alpha$\ line, so as to avoid
sampling the proximity regions of the quasars themselves.  We then
calculate $g(z)$ for this sample subject to four different S/N
critera, namely S/N\,$> 2, 5, 10,$ and 20, where the S/N is
estimated by taking the median S/N (per pixel) over a window of 150 pixels.
Second, we perform the same process, but for C~IV absorption.  For
C$\;${\small\rm IV}\relax, we maintain our proximity zone exclusions, (this time between the
Ly$\alpha$\ and C$\;${\small\rm IV}\relax\ emission lines), but change our S/N criteria to be S/N\,$>5,10,20,$ and 40, so as to best demonstrate the high quality of the
DR1 data. Both $g(z)$ estimates show sharp downward spikes (e.g., at
$z\sim 2.3$ for Ly$\alpha$).  These arise due to the wavelength gaps between
the CCDs in the HIRES mosaic.  In the case of C$\;${\small\rm IV}\relax, additional ripples
are present in $g(z)$.  These arise from the blaze sensitivity of the
echelle.  Figure \ref{fig_goz} demonstrates that DR1 offers a
significant dataset for any number of studies of the intergalactic and
circumgalactic medium over a significant swath of cosmic time.

\section{Summary and Future}\label{future}
We have presented here and made available to the public at the KOA the
first data release, DR1, of the KODIAQ survey.  DR1 is comprised of
247\ spectra of 170\ quasars obtained with HIRES between 2004 and
2012.  The data vary in signal to noise and resolution, but a
significant portion of the spectra are of sufficient quality as to
facilitate a number of precision studies of the inter- and
circum-galactic medium  at $z\sim 2.5$.

Additional data releases for KODIAQ are planned for the future.  DR2 will
incorporate pre-2004 spectra into the sample for another $\sim 150$
quasars in addition to augmenting some spectra in DR1.  Finally, DR3
will make available the full KODIAQ sample of all HIRES spectra in the
KOA that could be processed.  We anticipate that DR2 will be released
in 2017, and DR3 in early 2018.  All data releases will be housed at
the KOA, in addition to minor updates between data releases.

When using data products from DR1, in addition to the standard KOA acknowledgement
(including acknowledgement to the original PIs of each program),
we request that the community please include the following acknowledgement:
``{\it Some/all the data presented in this work were obtained from the
Keck Observatory Database of Ionized Absorbers toward QSOs (KODIAQ),
which was funded through NASA ADAP grant NNX10AE84G},''
and cite this paper and \citet{lehner14}.

\acknowledgements
Support for this research was made by NASA through the Astrophysics Data Analysis Program (ADAP) grant NNX10AE84G.
This research has made use of the Keck Observatory Archive (KOA),
which is operated by the W. M. Keck Observatory and the NASA Exoplanet Science
Institute (NExScI), under contract with the National Aeronautics and
Space Administration.   The data presented herein were obtained at the
W.M. Keck Observatory,
which is operated as a scientific partnership among the California
Institute of Technology,
the University of California and the National Aeronautics and Space
Administration.
The Observatory was made possible by the generous financial support of
the W.M. Keck Foundation.
The authors wish to recognize and acknowledge the very significant
cultural role and reverence that the summit of Mauna Kea has always had within
the indigenous Hawaiian community.  We are most fortunate to have the
opportunity to conduct observations from this mountain.
Finally, the authors recognize the major contributions by the late
astronomers Wal Sargent and Arthur Wolfe to
this dataset, and indeed to the entire discipline of quasar
absorption line studies.  We dedicate this work to our memories of
these great scientists.

\bibliographystyle{apj}

redpajama_set_name: RedPajamaArXiv


Before deciding to go camping, one needs to determine their ideal definition of what camping actually means. Are you the type of camper that likes to be practically out in the wild? Or are you the type of camper that enjoys luxurious accommodations set in a secluded and natural area? Well, regardless of which type of camping you enjoy most or if you are just looking for a site to park your RV, Wisconsin Dells has a campsite that will meet your needs! Check out our article on camping in Wisconsin Dells for more information.
All campgrounds listed below have a camp store, sanitary station, laundry, showers, and playground.


I didn't expect it. But I guess these things happen in life. You're happily married to a wonderful woman for 20 years, with two great (for the most part) kids. Life is proceeding nicely apace.
And then, bam, you run smack dab into your soulmate.
She's Emma Brudner, author of a HubSpot blog post, "The Ultimate List of Words That Sell." There are 13 such words. But it was Emma's first two that made my heart go pitter-patter, because they're the exact two that have formed the bedrock of my entire career in branding and marketing. And seeing them writ large, I'd found my kindred spirit.
It's like listening to myself in a mirror (or something like that). And I'm entertaining thoughts of slow, lazy walks on the beach, engaged in long philosophical conversations about second-person sentence construction.
And that clinches it. I'm a goner. Puppy dogs. Rainbows. Daydreams of multiple offspring scurrying about the HGTV-renovated Victorian, because I couldn't have said that better myself.
No, check that. I have said it better myself, for some 20-odd years, to any client who would listen to and heed that advice. My diatribe: Always lead with customer benefits, and only then bring in the product features that deliver those benefits. That's a key tenet of not only sales and marketing, but of overarching brand messaging as well.
Besides, OMG, my wife would kill me.


Real estate agent, broker in IL - Anthony Disano, online profile on AgentRE-IL.Co include address, real estate agency or company, phone number, fax, e-mail and website (if available). Anthony Disano can help you to buy, sell or rent any real estate in state Illinois, he/she can help you buying & selling any type of property such as apartments, houses, villas, condos, homes and townhouses in Chicago, IL. Anthony Disano real estate agency, company is Parkvue Realty Corporation, located in Chicago, IL, Cook county.
I have never seen a brokerage this dishonest. During private negotiation with a seller an offer substantially over asking price was given. The brokerage then altered the list price to reflect the offer provided. Have never seen anything like this before. Deal with them if you're looking for someone this unprofessional.


text:
CFR Pharmaceuticals SA
Top deals of the day - bid, mergers and acquisitions
The following bids, mergers, acquisitions and disposals were reported on Friday including ITC Holdings, Dave & Buster, Time Warner Cable, Banca Etruria, Cube Capital, Cargolux, Simon Property and Versace.
Top deals of the deay - bids, mergers and acquisitions
The following bids, mergers, acquisitions and disposals were reported on Friday including Statoil, Cassa Depositi e Prestiti, ThyssenKrupp, Mercator, Avivasa Emeklilik, Hayat Sigorta, Banca Monte dei Paschi di Siena, Telus Corp, Atrium Innovations and John Hardy
Top deals of the day - bids, mergers and acquisitions
The following bids, mergers, acquisitions and disposals were reported on Wednesday including Sinopec, Apache, AMR, US Airways, Deutsche Bank, EDF, Oxford, Andor, Bank Zachodni WBK, Shuanghui, Campofrio, OCZ, Toshiba and CVS Caremark.
CFR Pharmaceuticals issues formal bid for Adcock Ingram
Chilean drug maker CFR Pharmaceuticals issued a formal bid to acquire 100% of the issued share capital of South African pharmaceutical company Adcock Ingram Holdings Limited for USD1.26 billion.


text:
Clarksville, Ark., Digs Into Fiber Build, Plans First Home Connections
Tue, March 24, 2020 | Posted by Katie Kienbaum
John Lester, General Manager of Clarksville Connected Utilities (CCU) in Clarksville, Arkansas, knows a thing or two about the value of a municipal broadband network.
"Just keeping the dollars in Clarksville is gonna have a big impact. Do you have a calculator handy?" Lester asked me, when I called him earlier this month to learn more about the city's planned foray into residential broadband services.
"Let me talk you through something," he replied, after I said I did. "Let's say we've got 4,500 potential customers and 75 percent of them get high-speed Internet, in some fashion. What's that number?"
From there, he ran through a handful of calculations to illustrate the economic benefit of Clarksville's new Fiber-to-the-Home network. Assuming residents save about $20 per month and the savings continue to circulate locally, the network could grow the city's economy by $4 million every year.
"That stays in our consumers' pockets right here in Clarksville, Arkansas," Lester explained. "There is an economic impact today and every year going forward."
Residential broadband service is only the most recent evolution for Clarksville's municipal fiber network, which already connects utility infrastructure as well as area businesses and community anchor institutions in the city of nearly 10,000. Home installations are due to start soon, depending on delays caused by the global Covid-19 outbreak.
Starting With a Plan
Clarksville's fiber journey began in 2016 when the city utilities department (which rebranded last year to Clarksville Connected Utilities) deployed a SCADA system to connect its electric, water, and wastewater systems. At the time, Lester was already thinking about how the rest of Clarksville could benefit from the utility's fiber network, drawing on his prior experience as the city manager of Chanute, Kansas. "We absolutely needed a communications system for our utility infrastructure," he explained, "but we leaned strongly on one of Stephen Covey's Seven Habits [of Highly Effective People] and that was 'begin with the end in mind.'"
Next, the city underwent a thorough planning process to determine how it could leverage its existing fiber ring to connect the community and what the best business model was. Clarksville ultimately decided to run the network itself, instead of building the infrastructure and partnering with a private company to provide broadband access. "When it really boiled down to the numbers, it made the most sense for us to operate the network," said Lester.
Clarksville's first priority was to get local anchor institutions hooked up to the municipal network, before connecting businesses and finally homes. The Clarksville School District was an early customer. Because of CCU's new fiber network, the district was able to subscribe to two dedicated fiber strands capable of 10 Gigabit per second speeds at a lower cost than it paid previously. After CCU began providing business connectivity, a local company, Munro Shoes, was even able to expand production and create 25 new jobs.
As CCU built out fiber, the municipal utility was always planning for future uses of the network. Lester described their mindset:
Everytime we looked at something or touched something, we envisioned what that long-term gain might be and we built to that long-term gain. That's why there are 288 strands in the core cable. That's why, when we put in boxes to string the fiber through, we put in extra conduit… All the people that we have talked to who have been in this market for a while, they've all said, 'Nobody comes back to us and says we put too much fiber in.'
Thanks to that foresight, Clarksville's municipal network is well prepared for its upcoming expansion into residential services and beyond. "Even though 1 gig is the standard now, what's on the near horizon is 10 gig," Lester said. "We have already built in those elements in the network to allow us to go to 10 gig without a heavy lift."
Good Old-Fashioned Service
Clarksville began construction on the residential fiber network last September, and Lester expects to finish building the distribution portion of the network in April. When we first spoke on the phone, Lester said that the utility was planning to start connecting households to the fiber network, but the growing Covid-19 outbreak is now forcing delays. According to a recent Facebook post, CCU will only complete the outside portion of home installation surveys for now.
Already, CCU is seeing a lot of interest from city residents. More than 670 people, including some who live just outside of Clarksville, have registered on CCU's CrowdFiber site, out 4,500 potential subscribers within city limits. So far, advertising has mostly been through word of mouth. "In a small town, that's the most powerful type of advertising you can have," Lester pointed out.
In an early survey, which asked respondents whether they would switch to a municipal network if it offered the same service at the same cost, 67 percent said they likely or very likely would, "just to talk to somebody on the phone that they knew," Lester said. CCU is taking the community's desire for quality, hometown service to heart — "Part of our tagline is the latest technology combined with good old-fashioned service." Lester shared.
Once CCU is able to proceed with home installs, households will be able to subscribe to both Internet access and VoIP services, which will be resold from a local telephone company. Residential broadband service tiers start at 100 Megabits per second symmetrical for $44.95 per month and go up to 1 Gigabit per second symmetrical for $89.95 per month. Businesses can subscribe to up to even higher 2 Gigabit per second speeds. There is no charge for home installation.
In addition to keeping residents' money in the local economy, the goal of the municipal fiber network and the utility's other efforts, like its solar power plants, is to attract people and businesses to the community. "We're hoping that this initiative . . . can help market the community because it's about economic development and community development," Lester explained.
Listen to Community Broadband Bits episode 367 to learn more about Clarksville and its growing fiber network.
Image credit: John Lester and Clarksville Connected Utilities
clarksville ar
Clarksville, Arkansas: It Started With SCADA
Big Things Happening in Clarksville, Arkansas: Gigabit FTTH on the Way
Clarksville, Arkansas, Building Millennial Mecca with Fiber - Community Broadband Bits Podcast 367
Erwin Expanding Again, Moving Into The Mountains
Auburn Essential Services; A Workhorse in Northeast Indiana Saves Jobs, Serves Public
Indeed, many municipal broadband projects are undertaken because the Wall Street metric does not work. The town may be too remote, the population may be too sparse, or the demographic nature may not be consistent with the template used by private sector companies in their profit-maximizing decisions on where and whether to deploy. Those are precisely the circumstances, however, in which the community benefits of providing broadband become most profound, and most valuable.


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ARCHIVES | CONTRIBUTORS | CONTACT EDITOR | CLASS NOTES
Fall 2020 Magazine Home
Cover Story: Class of 2020
Highlander Wisdom Series
Highlanders Rise Series
3R Profile
The Time of Their Lives
The Legacy Lives On
When Dreams Change
Service Beyond a Cell Tower
A Cool Head in the Arctic
Finding Common Ground in Faraway Mountains
Coaching the Game of Life
2019-2020 Athletic Academic All-Stars
Curtis Brown '02 Alumni Profile
Alumni Authors
A chance encounter develops into a lifetime of Highlander love.
By Justin Ward '10
The encounter was random, but the connection made outside the Bonnie Hurlburt Student Center between two students from Zimbabwe was life-changing. Brian Gwanzura '12, MBA '14 was leaving the building, heading to his residential hall, when he heard footsteps behind him.
Video feature: watch and learn more about how Brian and Nicole met and their love for Radford University.
"He was taking a stroll from the Bonnie. I decided to, uh …" said Nicole Gwanzura '12, MBA '13.
"Sprint after me," Brian said, with a laugh, each of them taking turns to fill in details of their first meeting.
"I walked really quickly to catch up to him, because I heard there was another Zimbabwean on campus," Nicole said. A huge smile across her face and excitement in her voice as if the encounter had just happened.
"Be honest," Brian said cheerfully. "She ran after me. She actually ran after me. She started calling my name."
At the time, Brian didn't have any other friends except those on the Radford University men's soccer team. Walking to his residential hall was usually a quiet, non-eventful experience. This time was memorable.
"I turn around, and I see somebody come full speed," Brian said. "She's running towards me, and after that she introduces herself."
"The rest is history," Nicole said.
This moment was significant: not only were Brian and Nicole meeting for the first time as freshmen, but they were also finding a piece of home in each other from a world away.
Both of them were born and raised in Zimbabwe. At the time, the two of them were the only students on campus with roots there.
Brian was still learning American culture, because prior to accepting an athletic scholarship, he had never left his home country. Radford was his introduction to the United States.
He is a soccer fanatic, and it is obvious even in a short conversation with him. He started kicking a ball and playing the sport shortly after he learned to walk, but boots, equipment and a nice field were considered luxuries.
Growing up, Brian and his friends played soccer barefoot on makeshift dirt fields and sometimes, when the rare opportunity was available, he would share shoes with friends for better traction, while playing.
In the spring of 2010, he started Boots 4 Brian on campus, an opportunity for fellow soccer players to donate used cleats for people in his home country. The turnout was overwhelming for him.
"The response was just so surprising. The awareness was promoted by the school, by the Athletic Department, by my coaches and my teammates, and it was a good thing," Brian said.
That love and support from his teammates continued months later when his father died in Zimbabwe. Members from the Athletic Department helped him get home. That family atmosphere on campus carried him through his remaining time on the field, as faculty, staff and administrators cared for Brian as if he were their own. They checked in on him and made sure he was keeping good grades in classes. His teammates became brothers by teaching him how to use a computer when he first arrived and giving him clothes. The interactions and connections made falling in love with Radford so much easier and gave him a sense of home.
"When I look back at it, great experiences upon great experiences. You meet people from different backgrounds — Venezuela, El Salvador, Brazil and England — it's just a great thing to happen," Brian said. "Radford was the introduction of my life in the United States. It gave me the friends, the closest family that I have here."
Supporting him along the way was Nicole, who had an earlier introduction to the United States and Radford University.
She moved with her parents from Zimbabwe in 2004 to Northern Virginia and in middle school started looking at colleges. Through the College Partnership Program that celebrates diversity, she was able to take bus trips to universities to help her set goals and dream of her future. It was a visit in eighth grade to Radford University, where she experienced college through classes and food options on campus, that something clicked —
Radford University was the choice for her.
Nicole was admitted in her senior year to Radford during early admission. She immediately turned down offers from other universities and stopped filling out applications. Her dream college was awaiting her arrival.
She joined a Facebook group, Becoming Radford Students, and started chatting with another female incoming student about their connections to Northern Virginia. They shared experiences visiting campus. Nicole had already fallen in love with the facilities and was using her instinctive marketing skills to help sell the University to incoming students. The chat turned into a lasting friendship, and now Brian and Nicole are the godparents of her children.
Through their college experience, Nicole and Brian's friendship grew and developed a strong foundation. Many of the friends they both made, while students at Radford University, have remained close.
"You just do not find that anywhere else, it's just not there. There are so many other things that any other schools could have offered, but it would not have been the same community," Nicole said. She made close friends being a part of Diversity Awareness Programming, Delta Sigma Pi and Quest, and becoming homecoming queen.
"All of our best friends are from Radford. The soccer coaches have left and work at other schools, but we still stay in touch," Brian said.
The two of them studied together on campus, talked for hours on end, shared meals and encouraged one another academically and professionally. They still continue these habits more than 10 years after they first met.
"Here it is, 2020, and we're still talking about Radford," Nicole said. "I just got appointed to be a member on the Alumni Association Board of Directors. That's something I would have never imagined in my wildest dreams. You think about that investment, and people still remember you or think of you all these years later."
That one impulsive meeting outside the Bonnie was the beginning of a shared lifetime of Highlander memories. Brian and Nicole married in 2016 and now have a two-year-old daughter, who already has Radford University clothing and Highlander love running through her veins.
"Radford gave me the opportunity to be here in the United States, and it allowed me to meet my wife and get my education. It means so much to me," Brian said. "I have a job, a wife and a kid. Radford shaped my whole life.


text:
Echtbreuk
 Vreemdgaan
 Leenbreuk
 Verraad
 Ontrouw (film)

redpajama_set_name: RedPajamaWikipedia


SPENCER BURTON – Learning about learning.
Another Summer has come and gone, but the memories of Summer Program 2017 will last forever. 6 Fantastic Leaders + 1 Coordinator + 1 On-Site Director = 1 Buzzin' Beehive! Lindsie "Lasagna with Cheese" Driver, Emily "Embrella-Ella-Ella-Eh-Eh" Oatway, Evan "Microwave Evan" Hoffmann, Marc "Marker" Pacia, Lee "from Leon's" Park, Sabrina "Sabri-NO-NO" Smith, Eli "Y'all I'm from Winterfell" Winterfeld and Spencer "Subzero" Burton. As a team we worked together through the highs and lows of the summer to run a fantastic seven weeks of camp! So let's take a trip down memory lane as we explore the fun and the excitement of Summer Camp!
Fresh off of celebrating Canada's 150th birthday, we jet setted around the globe with 25 magnificent world-class travellers. We started off by travelling around the world through a global scavenger hunt. After getting tired of traveling, we brought the world to us! Hands On Exotics came by for a visit and brought numerous animals and birds from around the world! Next, we travelled to the most magical place on Earth, Disney World! We enjoyed a fun filled morning of Disney themed games, including Bowling for Olaf, Pin the Tail on Eeyore and Tinkerbell Badminton. We ended the week off in Africa at the African Lion Safari! We marveled at the height of the giraffes, the flight of the eagles and the strength of the lions! It truly was a fantastic start to an amazing summer!
Calling all athletes! We dribbled our way into week two of camp, with a fan-favourite theme: Get Your Game On! This year, we played so many sports that rivaled the Olympics! Basketball, floor hockey, soccer, soccer baseball, badminton, you name it, we played it! On Wednesday, we danced the morning away with our Aussie friend from X-Movement who let us unleash our X-tra awesome dance abilities! With all the fantastic athletes we saw at camp, we decided to reward everyone with a trophy. We made trophies during craft time and handed them out at the end of the week. We kept active with different sports on Friday, and hit the town to go bowling at Bingemans and swimming at the Waterloo Recreation Complex. This week definitely deserved a gold medal!
We decided to give back to the community on our Vibrant Volunteers week of camp, where our focus was to help other people. We spent a full day at the Family Centre baking cookies, cleaning up toys, and writing a summer camp song! The Mennonite Central Committee stopped by and gave us the supplies needed for us to create care packages for refugees across the globe, and taught us about the importance of volunteer work. We took breaks from volunteering and giving back by playing life-sized Angry Birds, making wind chimes and bird feeders, and dodgeball! At the end of the week, we spent the morning in the sun at the Hacienda Sarria Market Garden planting, weeding, and watering all types of plants, and cooled off swimming at the Waterloo Recreation Complex.
Everyone had their moment in the spotlight at our Hidden Talents week! We hunted for items in a school-wide scavenger hunt, cheered our hearts out with our very own camp cheer, became Minute To Win It all stars, captured all the flags, and made our own flower pots! We were in awe when Mad Science came in with ice and fire and gave everyone the chance to taste a burp! We gave everyone the opportunity to perform their hidden talents and had superb singers, daring dancers, ballin' basketball tricks, brilliant beatboxers, and we gave out amazing awards to everyone! We hit as many strikes as we could bowling at Kingpin, and ended our week watching the Emoji movie.
As the temperature peaked, we cooled off with Wacky Water Week! Everyday, we refreshed ourselves with a bunch of different water games. Drip Drip Drop, water balloon toss and more water fights than we can count! Participants also painted the leaders in Reverse Paintball and used water balloons, water guns and sponges to undo their painted masterpieces. Everyone also unleashed their inner Da Vinci's by creating works of art that they took home: tie dye t-shirts! As Wacky Water Week reached its course, we decided to visit the wackiest creatures of them all – the Minions! Our big day trip involved a visit to the theatre where we munched on popcorn, sipped on soda and laughed our banana's off during Despicable Me 3!
As day program came to a close, there was still two weeks of overnight camp with a lot of fun to be had. We settled into cozy Camp Impeesa with nothing but beautiful nature in sight. We started the week off with a campfire, singing classic around the fire songs such as Down By The Bay, The Moose Song, the Littlest Worm and so many more. Award winning food was served by the staff, being cheered for at every meal. The days went by quickly, being filled with mindfulness colouring books, card games, outdoor activities, and friendship bracelets. The evenings were full of movies, bingo, and a dance on Thursday to finish off a spectacular week. A big hit was the photo scavenger hunt, creating some friendly competition among the participants and leaders. Bags were packed and we headed home Friday afternoon where everyone was excited to see their families, but sad to leave their new found friends and the wonderful relationships that we all built.
Before we knew it, summer program came to a close, leaving behind beautiful memories and new relationships. We want to extend many thanks to those who were involved in making the 2017 Summer Program a success. Shout out to the custodial staff at St. Dominic Savio Elementary School for going above and beyond, once again, to make our stay as welcoming and inclusive as possible. Another shout out to Extend-A-Family staff, who came to visit us and supported us through Summer Program. It has been an unforgettable summer that we will all cherish for many years to come!
Select one manipulative and describe how it could enhance the understanding of a mathematical concept or big idea. Align the tool to a grade and suggest a hands-on task.
Tangram is a puzzle made from 7 differently-sized shapes that, when placed in a specific order, create an image. Tangrams are a great way to reinforce themes within geometry, such as shapes, sides, angles, and vertices. Additionally, through the continued use of tangrams, students are encouraged to recognize shapes and mathematical themes in their everyday life. The different sizes, shapes, and colours add to the sensory stimulation that engages students and keeps them attended to the activity at hand.
Post 3 of the most important strategies or things a teacher is doing in the math classroom to support and/or create an inviting math environment. Describe and reflect on these high yield strategies.
Educators across the system are working towards creating positive, safe, and supportive learning environments in every subject matter. The Guide to Effective Instruction in Mathematics discusses the importance of developing a mathematical community, in which students can learn to support each other in their learning and build off of each other's thinking. This is made possible when using strategies like Bansho or Number Talks. These strategies allow student to share their thought processes, while also learning from the strategies being shared by their peers. Intentionally teaching students how to be positive and respectful members of a learning community helps to add to the overall learning experience.
The using classroom resources is especially important with our new wave of teaching mathematics. Even a short 10 years ago, I was being taught mathematics in a learning environment that only used resources such as a textbook and worksheets. Nowadays, we provide experiential learning opportunities for our students in which they can touch, feel, and move throughout their learning. This involves using resources like manipulatives and technology (laptop, tablets, tools, etc.) to keep the learning engaging, while also teaching the students important 21st Century learning skills.
Structure in the form of the three-part math lesson is an important strategy when creating an inviting math environment. The area in this type of lesson that is the first to be disregarded is the consolidation, typically because the class runs out of time. By being more structured with the timing of specific types and sections of lessons, educators can ensure that the consolidation is carried out for all lessons. This allows students to share their learning, use appropriate vocabulary, discuss strategies, and learn from their peers.
The mathematics classroom environments of the past consisted of textbooks, worksheets, and rows of desks. This model catered to the rote learning model that killed student creativity and neglected the students' ability to problem solve using their own methods and strategies. As an educator entering the teaching profession in the 21st century, I hope to bring a wave of fresh ideas and new approaches to learning that engage students, challenge their thinking, and promotes a positive growth mindset.
As an educator, I embrace the opportunity to create a learning environment in which students are able to flourish as learners and as people, developing into positive and active members of society. I think of myself as a 'facilitator of learning,' where I provide authentic learning opportunities for my students to inquire and discover as I continue to learn alongside them. By providing opportunities for guided experiential learning, rather than structured rote teaching, students learn by doing, writing, designing, creating, making and solving, not just by listening.
Within the classroom, the educator should circulate around the learning environment, checking in with each student or group of students to assess their learning, write anecdotal notes, and challenge or extend student learning. They can also identify which students require more academic assistance, especially those with math IEPs, and work with the students to find activities that develop specific learning goals.
More than anything, it is the role of the educator to build strong, positive attitudes towards math. As outlined in the Ministry of Education's Parent Guide to Doing Mathematics with your Child, "When children feel positively engaged and successful, they are more likely to stick with an activity or a problem to find a solution" (pg. 2). A positive growth mindset will help students to exceed their own expectations!
The use of technology within the mathematics classroom can help to engage students in their learning, while also providing opportunities to work with different aids throughout their problem solving. Here are a number of ways in which technology can be integrated throughout the math classroom.
Kahoot is an online tool that engages students in a class-wide quiz about a certain topic. The quiz can be on any topic, including multiple concept areas in mathematics. Students read a question, choose the correct multiple choice answer and their results are recorded. Even with so much learning taking place, Kahoots always seem to bring out the fun and excitement in the lesson. The students are happy because they get to use technology and they also feel a sense of competition, which in my opinion furthers their overall performance.
Another digital tool that can be used within a math classroom is Quizizz. This program is very much like Kahoot, but students work through the quiz independently, at their own pace, and the order of the questions get randomized so students don't shout out all of the answers. It still ranks the students based on the number of answers correct and generates reports for the teacher to review. Quizizz is a great tool!
Osmo has a number of different kits that you can buy. As long as the school has an iPad and can download the corresponding app, all that will need to be purchased are the Omso kits. These kits come with the iPad stand, the curved mirror for the camera, and the tangram pieces. They also have other kits about numbers, coding strings, and word tiles.
There are a number of online math games that students can easily access to help promote concepts being taught in class. An example of a game that students can access is Prodigy. This game allows students to create a profile, design an avatar, and complete multiple levels. Students have to complete math questions to battle other characters and progress through the levels. More times than not, students will be so consumed with the game that they won't even realize how much math learning is taking place!
Coding is a great cross-curricular connection between Math, Science, and even Language. Coding has students create sequences of commands that lead to a specific action or outcome. When using robotics technology, such as a Sphero, students are able to code the robot to move a certain distance, rotate a specific way, and even travel at a certain speed. Robotics and coding would typically fall under the category of Science and Technology, however, there are many different and creative ways in which it can have a math focus. For example, students could use angles and rotations to maneuver the robot through a maze that the students create. There are also some valuable Language expectations met when coding, predominantly procedural writing. Even without robotic technology, students can practice coding online at Code.org, a free website that providing coding tutorials and challenges for students. Coding and robotics are great ways to bring a math problem to life, while also teaching the students valuable and applicable 21st century skills.
Khan Academy is an online learning platform on which students complete different modules and assess themselves by completing different tasks. The students' profiles are linked to the teacher's account, allowing the teacher to see how much time has been spent on Khan Academy and how much progress they have had in each module. The various tasks and instructional videos provide students with supplemental learning that can be accessed both within and outside of the classroom. Once or twice a week, students could come into the classroom with a Chromebook on their desk and a new module on Khan Academy assigned to them. From what I was told, this resource is based out of the USA, so there are some issues with measurements (gallons vs. litres), but for the most part, the curriculum standards and expectations are concurrent with Ontario's curriculum.
Learning centres allow students the freedom of choice when it comes to their learning. These centres are readily equipped for students to go to and begin a task. They also provide many inquiry-based learning opportunities, especially since the centres are student-driven.
As outlined in the previous section, technology provides many great learning opportunities that may not otherwise be available. Computers, iPads, robotics, and other applications truly add to the learning environment and help students to gain imperative 21st century technology skills. Having technology learning centres available to students provides continual exposure to these important concepts.
In addition to the technology centres within the classroom, there should be some sensory stations that allow students to be hands-on with their learning. For primary grades, water and/or sand tables provide students with an environment in which they can play and explore, while using multiple math concepts, such as measurement. In the Junior grades, students could use scrap pieces of wood and various tools to practice applicable building and woodworking skills. These activities would also promote math learning through geometry, measurement, and number sense.
Games help to encourage play-based learning and show students that math does not have to be dry and scary. A variety of math games could be available at a learning centre in the classroom. Possible games could include playing cards with a binder of multiple card games (each game is strategy chosen to reinforce a mathematical concept), dice for probability games or operation races (i.e., first to multiply the numbers of the rolled dice together), and flashcards to quiz each other and race to be the first to answer the question correctly.
The classroom should be organized in a way in which each area is used effectively and is organized. Bins and shelving units are a great way to store manipulatives and electronics so that they are safe and easily accessible for the next person. The different areas of the room should be labelled so that students know what is available to them and where they can find things within the classroom.
The classroom will have evidence of student learning up on the walls for students to reference. This gives a sense of ownership and agency to the students knowing that their work is being displayed. It also allows students to reflect back on what they have learned and refresh themselves about strategies to complete a given task. In addition to student work, a word wall can be used to reinforce conceptual language and knowledge.
Success criteria are an important and successful way of communicating the academic expectations for a given task to students. This concept has developed by engaging students in the process of defining the learning goals and outlining what success looks like. This idea of co-creating success criteria is a great way to encourage students to use assessment vocabulary while also making them more aware of identifying what is expected of them given any assessment description. It also encourages the concept of students taking ownership of their own learning and deciding what the focus of assessment should be on. The success criteria should be explicitly labeled and posted in the classroom for students to see.
Problem solving questions, specifically in math, provide opportunities for students to practice their learned skills in applicable and relevant situations. They challenge the students to reflect on what they have learned theoretically and apply this knowledge in practical, thought-provoking applications. It is very important that we teach students to embrace problem solving, treating it like a puzzle to be solved rather than a brick wall preventing us from achieving success. When we adequately prepare students with the tools that they need during problem solving, they come to learn that they are able to problem solve and they can achieve success. This, in turn, develops a positive disposition towards problem solving for our students.
The Guide to Effective Instruction: Grades K to 6 – Volume 2 – Problem Solving and Communication teaches us that rich and engaging problem solving questions not only teach students through problem solving (practicing conceptual understanding), but they also teach student about problem solving by learning applicable learning skills (Guide to Effective Instruction, pg. 6). By teaching student through and about problem solving, we are able to see if the student has grasped the concept while also exploring the strategy they used throughout the process. When we are able to see both aspects, we then know that we have created a rich mathematical question. It is also important that we ensure the questions are relevant to the students by using real-world situations that are linked to their specific interests.
Conversations around problem solving help to teach students to be cognitive about their own strategies, while also being able to learn from their peers and adopt new and perhaps more efficient strategies. As Marion Small says in the video Open Questions and Contexts, "[Different strategies] enrich the conversation; it does not detract from it." Math talks and bansho consolidation presentations are great ways to verbally explore these strategies in a whole-class setting. Other ways to communicate their thinking could be in a math journal, in which the student explains the strategies they used throughout the day's lesson, or by creating a video/voice recording of their verbal explanations (for those students less inclined to share with the class).
As Doug Clements said in his talk about Intentional Play-Based Learning, the best type of learning including all kinds of learning experiences, including both play-based and guided learning. We should prompt students and give creative challenges that develop high-caliber mathematical thinking and reasoning while the students are engaging in play-based learning. This model of inquiry-based learning also provides the teacher with multiple opportunities to check-in with students throughout the learning, help to reinforce mathematical language, and develop the student's ability to explain their processes and strategies. Students develop higher levels of social skills, emotional skills, and self-regulation skills when they emerge in guided play-based learning.
My goal when providing students with inquiry-based learning opportunities is to achieve multiple curriculum expectations, while also working on many learning skills. The 6 C's are a great framework when considering the learning skills that students could work towards in a given task. The 6 C's outline some important 21st century learning skills that each student should work towards developing.
Feedback is often secondary to the grade or level received because it has been ingrained in the world for so long that the final grade is what counts. Educational research generally says that feedback without a mark is the most powerful for affecting change.
How does this research impact your assessment practices? How do you use feedback to move student thinking forward?
Even as a new teacher entering into the field of education, I have met a number of teachers who are going gradeless in their classrooms. This aligns with the educational research and their own experiences which tell them that students respond best to written or verbal feedback, rather than a letter or percentage grade. Too often, students look at the final grade and take it as the 'be all and end all', skipping over the descriptive feedback provided about their current performance and ways to improve. This cycle also leads students to "only want a C" or to achieve the letter grade that meets their parent's expectations. This, however, actually takes away from the learning process in that final grades are the smallest form of feedback for students; it labels their current ability without providing ways or suggestions for improving.
The Assessment and Evaluation of Student Achievement portion of the Ontario mathematics curriculum states: "As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement" (Ontario Mathematics Curriculum, 2005). Education involves learning, trying, receiving feedback, and trying again. Written and/or oral feedback provides students with a personalized description of how to improve. This is why more and more teachers are moving away from overall grades and focusing on detailed feedback. However, I also acknowledge that much of our education system past the elementary grades revolves around percentages and final outcomes, especially because that determines the future of a student's education (i.e., next course, university acceptance, etc.). I believe that it is our duty as Primary/Junior teachers to provide students with the understanding that feedback is important and that there is still something to learn when receiving feedback (learning about our process, as well as during the process).
Share your thoughts on whether you agree or disagree with Marion Small's view of success criteria and "generalizing vs particularizing" in math.
Marion Small makes a very interesting point when she discusses generalizing vs. particularizing in her video about success criteria. Marion spoke about how some educators identify the success of their students when they use the mathematic terminology that the researchers and textbooks provide. In these cases, there is a higher emphasis on 'particularizing', in that the students must learn to remember the name of a strategy rather than being able to explain how a strategy was used. 'Generalizing' involves having the students explain what method they used and how it was effective, without hyper-focusing on terminology.
I agree with Marion Small's view of generalizing and particularizing in math, especially as it relates to success criteria. In my own practicum placements, I facilitated math number talks and explored many strategies to solve the same equation. Personally, I found it difficult to remember the various names given to each of the strategies used (i.e., double plus one, decomposing numbers, friendly numbers, etc.). I came to the realization that if it was difficult for me to remember the terminology, it was probably difficult for my students. Additionally, I had to consider what my true success criteria were for my students during the number talks: Was it to use the proper name of the strategy used, or to utilize multiple strategies and be able to explain what they did? For my group of students, the function was more important than the lingo, and I believe my students learned more from sharing strategies with their peers than from putting names to strategies. This does not dismiss the importance of the language used in math classes, but it shifts the focus from particularizing to generalizing.
What do you think will have the biggest impact on student engagement, motivation, and success in the elementary mathematics classroom?
In my opinion, the delivery of the mathematic content will have the largest impact on student engagement, motivation, and success. The best way that we can engage our students is by making the learning fun and interesting. We have a set curriculum that we must follow, so there isn't much that we can change about what is being taught, but we can alter how it is being delivered. By using more play-based learning throughout the elementary grades, students will find consistency in how they learn mathematics while also associating a typically "difficult" subject with fun learning. It is also important that educators use visually stimulating tools to engage and motivate their students throughout their learning, including videos, books, and other texts (What Works? Research into Practice, pg. 2-3). When we are able to grasp our students attention and engage them in fun learning, students will be both intrinsically and extrinsically motivated to achieve success.
To ensure the success of all students in our elementary mathematics classrooms, we must ensure that the content being delivered is at an grade-appropriate and obtainable level. The lessons should be differentiated to meet the levels of all students in the classroom, as well as providing multiple entry points into the same learning opportunities. One thing that the Differentiating Mathematics Instruction Capacity Building Series suggests considering when differentiating our instruction are the students' Zones of Proximal Development. This outlines the "distance between the actual developmental level" of the student and their "level of potential development" (Capacity Building Series, pg. 1). When we take this into account, we can determine where they are currently with their learning and provide them with learning opportunities that can challenge and extend this learning.
Reflect on the value of problem solving and consider what makes a rich and engaging question. Discuss how important it is for students to explore and use communication in consolidating mathematical understanding through 'math talk'.
After spending time researching and exploring different teaching models, choose one to summarize, providing suggestions on how to incorporate this approach into your math class. Post your model along with a brief description of it and its application and usefulness in the primary/junior classroom.


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I've only just started playing around with it, but early indications are that it's very good!
And if all that wasn't enough, CamStudio also comes with its own Lossless Codec that produces crystal clear results with a much smaller filesize compared with other more popular codecs, like Microsoft Video 1.
You have total control over the output of your video: you can choose to use custom cursors, to record the whole screen or just a section of it and can reduce or increase the quality of the recording depending on if you want smaller videos (for emailing to people, for instance) or you can have "best quality" ones for burning onto CD/DVD.
My early tests aren't shopping any of the lag I've seen people comment about here when they've done recordings.
Very old thread. On Windows 10 Press Win+G to record videos.
I used NVidia Shadowplay, it's free with the NVidia driver download. It seems to use almost no GPU/CPU resources but obviously you need a NVidia GPU to use it.
Gifcam is also pretty good to create animgifs.
bandicam is also another one that is great to grab 60fps. But yes im also have used the xbox inbuildt one for my own games.