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Description : As an Allstate Agent in Newcastle, I know many local families. My knowledge and understanding of the people in this community help me provide customers with an outstanding level of service. I look forward to helping families like yours protect the things that are important - your family, home, car, boat, and more.


text:
info@proteus-instruments.com
Home > Case studies > Real-Time Bathing Water Quality Monitoring for Total Coliforms
Real-Time Bathing Water Quality Monitoring for Total Coliforms
RS Hydro were contacted to specify and commission a Proteus real-time water quality monitoring system to monitor BOD, COD & Total Coliforms at a marine leisure centre. The client wanted the ability to have real-time or near real-time data from a system so that they could be alerted immediately if it was not safe for people to swim in. The Proteus was provided with BOD, COD, Total Coliforms, DOC, TOC, Turbidity, Temperature, Dissolved Oxygen, pH, ORP/REDOX and conductivity. The system was pre-mounted on a back plate and shipped to the client who mounted into a buoy system with solar panel. The platform was then deployed in the marine leisure centre to provide a continuous stream of data.
Although the area has a number of water quality monitoring stations there is no such system to measure ecoli or BOD in real-time; these have only been measured by taking grab samples and sending them to a laboratory. Traditional water quality sondes can only measure mainstream parameters such as turbidity, dissolved oxygen, pH or conductivity and then it's down to an interpretive assessment as to whether there 'could' be something wrong with the water quality. The Proteus has put all of this to bed by providing definitive and accurate real-time data that means immediate action can be taken. Currently, water samples are taken from bathing waters on a weekly or monthly basis. This is obviously not ideal meaning there could be a multitude of pollution events that could occur almost un-noticed and hence be harmful to health for both humans and ecosystems. The obvious solution here is that the Proteus is acting as an environmental guardian protecting the public in real-time. The Proteus could easily be deployed at any or all bathing waters in the world to ensure that they are clean and fit for bathers.
The Proteus logging periods can vary between 1min and 24 hours and when connected to SCADA or PLC systems can provide 1-second data. In this application the Proteus was deployed on a data buoy with two solar panels. As the Proteus is very low powered it needs no more than a 10-watt solar panel to provide a constant stream of data to the cloud. Furthermore, the data platform has an API plug-in allowing data to be shared instantly and easily.
The Proteus in this application is proving that the bathing water at this location is of 'excellent' standard (as stipulated in the Bathing Water Directive for inland waters). Below is a graph showing two weeks of continuous 5-min data with the relevant bathing water thresholds for e.coli. Considering the uncertainties and accuracies associated with lab sampling the Proteus demonstrates its accuracy and reliability to measure e.coli in real-time.
On the right is the correlation between the Proteus readings and the samples sent to the laboratory for analysis.
Rob Stevens, MD of Proteus Instruments & RS Hydro states that 'once again the Proteus has truly transformed our thinking…this innovative new system has the power to transform how we monitor, control and protect our environment. Furthermore, it proves that the Proteus can be used to protect our health and indeed our lives. For this application it means that people can be advised on the water quality in real-time and where water quality is poor the appropriate advisory action can be taken. The potential to use the Proteus to protect recreational resources and drinking water supplies is very significant especially in developing countries. There is simply no excuse for pollution events that wipe out whole ecosystems in rivers and water bodies; the Proteus can provide a real-time alert which will allow us as guardians of our environment to act quicker. Is a 5-day BOD (Biochemical Oxygen Demand) water quality test acceptable when thousands of fish could be killed due to plummeting oxygen levels (associated with sewage or organic pollution) before the results come back from the laboratory? I don't think a single person would say yes; the Proteus can detect the pollution instantaneously allowing us to act immediately and prevent such incidents. It is a very exciting time for us and it's a real pleasure to see people's thinking and understanding change once they see the Proteus in action.'
© Proteus Instruments 2021. All rights reserved. E&OE. Patented GB2553218.

redpajama_set_name: RedPajamaCommonCrawl


Bamboo has been used for eons for many applications, from a food source to a building material. But with the age of modern materials, many people don't understand the scope of uses for bamboo. The shoots can be picked early for eating, and the wood of older canes can be treated and used as anything from decoration to instruments. Thankfully, many manufacturers have seen all the products that can be made from this highly renewable resource and have begun to utilize bamboo in some fascinating ways.
From picture frames to room dividing screens, bamboo can make some elegant and exotic decorations for the home. Depending on the manufacturer, bamboo decorations can be the rough finish of natural bamboo that reminds people of tropical getaways, or the sleek, lacquered finish that creates a modern elegance that many people remember. Bamboo can also be colored so that it can fit into any décor.
More and more furniture, flooring, and even homes are being built with bamboo. Whether people like the look of the bamboo, or the way it holds up, it is becoming a more popular building material that many people are recognizing. The smooth floors hold up well in kitchens and other rooms, and the furniture, bound attractively with rattan or leather, gives any room a modern look.
A fabulous trend right now is bamboo fibers being used in fabrics and clothing. Bedding made of bamboo fibers is as soft as or softer than most cotton beddings, and drapes with the look of silk without the expense. It is becoming a mainstream trend to have bamboo fabric products or clothing, populating many major chain retail stores.
Cooking with bamboo is nothing new in Asian culture. Bamboo shoots are a common food in that part of the world, and have also migrated into cooking utensils. Bamboo cutting boards are notoriously good for not dulling blades on knives as quickly, while bamboo utensils like wooden spoons are excellent for not scratching the bottoms of expensive non-stick cookware.
Bamboo started out as a natural plant in most places, but has become a large part of agriculture. From being the main crop of a farm to be harvested for other uses, or as the channel linings for irrigation systems, bamboo fits naturally into agriculture. Of course, bamboo is also grown as a food source, and as a garden plant as well, the woody grass being an excellent addition to any garden.
While this is rarely seen any more, bamboo was once used to make many different types of weapons. From blow guns to archery bows and arrows, bamboo made light but strong weapons for many centuries. Though they aren't used as frequently any more, even gunpowder guns have been made with the hollow tubes.
Hollow tubes make excellent instruments, whether it is a flute or a drum, and bamboo is one of the best bases for instruments. The light, durable quality of the bamboo is coupled with its musical potential, and creates some of the most beautiful sounds that music has ever heard.
Of course, these aren't all the uses for bamboo. There are many other types of products that can be made of bamboo, and all are coming back into their own as bamboo continues to grow more popular in the main stream economy.


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Rondure: stacked milky glass shades and spun wooden drop paired with a single brass ball.
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Paired with your choice of metal and glass. Shown in Brass and Matte Frosted Glass.


text:
Q: Can't get the next JFrame to pop up I'm making the game of battleship and I can't get the JFrame with the win panel nor the JFrame with the lose panel to pop up when the player wins or loses. Any ideas why? I'm thinking it just never gets to the other two loops in the main program, but I'm not sure. I did check to make sure that the global variables correct and incorrect were incrementing correctly, and they are.
//Battleship.java
import javax.swing.*;
import java.awt.*;
import java.util.Scanner;
import java.io.*;
import javax.swing.JOptionPane;

 public class Battleship
{
public static String name;

public static void main (String[] args) throws IOException
{

Battleship.name = JOptionPane.showInputDialog("What is your name?");

String answer = JOptionPane.showInputDialog("Welcome to Battleship, "+name+". Would you      like instructions?"); //(GUI1) Dialog Box

if(answer.equals ("yes") || answer.equals ("Yes"))
{
  JOptionPane.showMessageDialog(null,"In this variant of Battleship, you will try to   bomb two randomly-placed ships"
                                  +"\nby clicking on the buttons that represent the field of play. There are two ships:"
                                  +"\nOne 1x2 ship and one 1x3 ship. Green is a hit and  red is a miss. Good luck!");
}

//Creates a JFrame and adds the Buttons panel to it
JFrame frame = new JFrame("Battleship");
frame.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);

Buttons b = new Buttons(); //(GUI2)  1-D Array of Buttons
Check c = new Check();
NamePanel n = new NamePanel();
JPanel panel = new JPanel(); //Instantiating a panel
panel.add(c);
panel.add(b); //Adds the 1-D Array of buttons to the panel
panel.setBackground(Color.blue);
panel.setLayout(new BoxLayout(panel, BoxLayout.Y_AXIS));
frame.getContentPane().add (panel);
frame.pack();
frame.setVisible(true);
frame.getContentPane().validate();
frame.getContentPane().repaint();

 if(Buttons.correct == 5 && (Buttons.incorrect+Buttons.correct)<=15)
 {
//Creats a new frame and adds the winner's panel to the frame
JFrame frame1 = new JFrame("Winner!");
frame.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);

WinPanel panel2 = new WinPanel();
frame1.getContentPane().add(panel2);
frame1.pack();
frame1.setVisible(true);
}

else if(Buttons.correct<5 && (Buttons.incorrect+Buttons.correct) >= 15)
{
 //Creates a new frame and adds the loser's panel to the frame
 JFrame frame1 = new JFrame("You lost");
 frame1.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);

 LosePanel panel2 = new LosePanel();
 frame1.getContentPane().add(panel2);
 frame1.pack();
 frame1.setVisible(true);
  }
  }
 }

//Buttons.java
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
import java.util.Scanner;
import java.io.*;
import java.util.Random;
import java.util.*;

public class Buttons extends JPanel
{
JButton[] btn;
static int[] numbers = new int[5];
public static int correct = 0;
public static int incorrect = 0;

  public Buttons() throws IOException
 {
String[] numberLine = choose(new File("Coords.txt")).split(",");

    for(int i = 0; i < 5; i++)
    {
numbers[i] = Integer.parseInt(numberLine[i]);
        }

btn = new JButton[25];

setLayout(new GridLayout(5,5));

setBackground(Color.blue);
setPreferredSize(new Dimension(300,300));

ButtonListener blisten = new ButtonListener(); //LI

  for(int i=0;i<25;i++)
  {
  btn[i] = new JButton();
  btn[i].addActionListener(blisten);
  add (btn[i]);
  }

} //Ends Constructor

private class ButtonListener implements ActionListener
 {

 public void actionPerformed (ActionEvent event)
  {
  Object source = event.getSource();
  while((Buttons.correct+Buttons.incorrect)<15 && (Buttons.correct<5))
  {
  for(int i=0;i<25;i++)
    if(source==btn[i])
      if(i==numbers[0] || i==numbers[1] || i==numbers[2] || i==numbers[3] ||      i==numbers[4])
  {
    btn[i].setBackground(Color.green);
    btn[i].setEnabled(false);
    Buttons.correct++;
    System.out.println(Buttons.correct);
    }
    else
    {
    btn[i].setBackground(Color.red);
    btn[i].setEnabled(false);
    Buttons.incorrect++;
    System.out.println(Buttons.incorrect);
    }
    break;
  }

  }
}

//Choose method to choose a random line of the imported text file
public static String choose(File f) throws FileNotFoundException
{
 String result = null; //String is set to null
 Random rand = new Random(); //Instantiating a random number generator
 int n = 0;
 for(Scanner sc = new Scanner(f); sc.hasNext(); ) //for loop-as long as the file has   more to read
 {
    ++n; //Incrementing temp variable
    String line = sc.nextLine(); //Reading from the file
    if(rand.nextInt(n) == 0)
       result = line; //String result is now equal to the text imported from the file
 }

 return result; //Returning the string
}

 } //Ends Program
 // LosePanel.java
 import javax.swing.*;
 import java.awt.*;

 public class LosePanel extends JPanel
 {
 public LosePanel()
 {
setPreferredSize(new Dimension(500,500));
setBackground(Color.white);
}
    public void paintComponent(Graphics page) //DR
  {
  super.paintComponent(page);

page.drawOval(165,165,150,150);
 page.fillOval(165+47,165+25,10,10);
page.fillOval(165+92,165+25,10,10);

 page.drawArc(165+45,165+80,60,30,0,180);

 page.drawString("Better luck next time", 182,90);
 }
}

// WinPanel.java
    import javax.swing.*;
    import java.awt.*;

    public class WinPanel extends JPanel
    {
     public WinPanel()
     {
    setPreferredSize(new Dimension(500,500));
    setBackground(Color.white);
    }
      public void paintComponent(Graphics page) //(DR)
    {
      super.paintComponent(page);

    page.drawOval(165,165,150,150);
    page.fillOval(165+47,165+25,10,10);
    page.fillOval(165+92,165+25,10,10);

    page.drawArc(165+46,165+70,60,30,0,-180);

    page.drawString("You've won the game! Congratulations!", 150,90);
    }
   }

A: Guis are event driven frame works.  That is, the user does something and you respond to it
Basically, what's happening, is you're checking the state of Buttons before anythings actually being done.
Take a look at Creating a GUI in Swing, How to use buttons and How to write an Action Listener for some ideas, examples and suggestions on writing GUI's

redpajama_set_name: RedPajamaStackExchange


text:
Cize is een gemeente in het Franse departement Ain (regio Auvergne-Rhône-Alpes) en telt 141 inwoners (2004). De plaats maakt deel uit van het arrondissement Bourg-en-Bresse.

Geografie
De oppervlakte van Cize bedraagt 4,5 km², de bevolkingsdichtheid is 31,3 inwoners per km².

Demografie
Onderstaande figuur toont het verloop van het inwonertal (bron: INSEE-tellingen).

Externe links

Gemeente in Ain

redpajama_set_name: RedPajamaWikipedia


text:
Q: Issue with QTextEdit cursor, when using eventFilters I am facing an issue with QTextEdit. i am using eventFilters for QTextEdit.
When i press keys in the numpad (0-9) in the QTextEdit it will auto compleate the sentense
which is connected that number. For example

Everything is working fine but when i type a sentence and press the number 3 in numpad the text related to it is filled in QTextEdit but the  cursor is moved to home. actually it is supposed to be the place where the sentence end.

Can anyone guide me how to deal with this.
Thanks and Regards,
Sudeepth Patinjarayil.

A: You just need to move the cursor to the end of the document, checkout this example:
#!/usr/bin/env python
#-*- coding:utf-8 -*-

from PyQt4 import QtGui, QtCore

class MyWindow(QtGui.QTextEdit):
    def __init__(self, parent=None):
        super(MyWindow, self).__init__(parent)

        self.setPlainText("Hello!")

        cursor = self.textCursor()
        cursor.movePosition(QtGui.QTextCursor.End, QtGui.QTextCursor.MoveAnchor)

        self.setTextCursor(cursor)

if __name__ == "__main__":
    import sys

    app = QtGui.QApplication(sys.argv)
    app.setApplicationName('MyWindow')

    main = MyWindow()
    main.show()

    sys.exit(app.exec_())


When you donate your vehicle to our Kidney Car program everyone benefits!
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The Kidney Car Program is a simple, quick and convenient way to dispose of your unwanted vehicle. You will receive a tax receipt for your car and we will tow it away for free.
Vehicles that are donated to the program are either sold by the public auction to be re-used or recycled.
Proceeds from the Kidney Car Program are used in the community in which they are raised to fund a variety of programs including education programs, organ donation awareness and medical research. To help in the fight against kidney disease, please click on one of the links above to donate you car today!


Blackview is professional android smartphone Maker,with four years serving customers in north america,europe and asia. Company Released mid range Smartphone at a good price. you can buy it's Phone From it's official page Here In this category You can Download Stock Firmware, Flash tools, utility and Custom ROM For your blackview Mobiles.


Deposition Author(s): Charavgi, M.D., Dimarogona, M., Topakas, E., Christakopoulos, P., Chrysina, E.D.
The structure of a novel glucuronoyl esterase from Myceliophthora thermophila gives new insights into its role as a potential biocatalyst.
Charavgi, M.D., Dimarogona, M., Topakas, E., Christakopoulos, P., Chrysina, E.D.
The increasing demand for the development of efficient biocatalysts is a consequence of their broad industrial applications. Typical difficulties that are encountered during their exploitation in a variety of processes are interconnected with factors such as temperature, pH, product inhibitors etc. To eliminate these, research has been directed towards the identification of new enzymes that would comply with the required standards. To this end, the recently discovered glucuronoyl esterases (GEs) are an enigmatic family within the carbohydrate esterase (CE) family. Structures of the thermophilic StGE2 esterase from Myceliophthora thermophila (synonym Sporotrichum thermophile), a member of the CE15 family, and its S213A mutant were determined at 1.55 and 1.9 Å resolution, respectively. The first crystal structure of the S213A mutant in complex with a substrate analogue, methyl 4-O-methyl-β-D-glucopyranuronate, was determined at 2.35 Å resolution. All of the three-dimensional protein structures have an α/β-hydrolase fold with a three-layer αβα-sandwich architecture and a Rossmann topology and comprise one molecule per asymmetric unit. These are the first crystal structures of a thermophilic GE both in an unliganded form and bound to a substrate analogue, thus unravelling the organization of the catalytic triad residues and their neighbours lining the active site. The knowledge derived offers novel insights into the key structural elements that drive the hydrolysis of glucuronic acid esters.


text:
Erich Stauffer
Tag Sir Ken Robinson
Posts tagged "Sir Ken Robinson"
13 More Books for Every Entrepreneur
Nov 20,2011 Comments Off on 13 More Books for Every Entrepreneur Ben Casnocha, Books, Clayton M. Christensen, Derek Sivers, Duncan J. Watts, Eric Ries, Hal Gregersen, Jeff Dyer, Jim Collins, John Hamm, Josh Kaufman, Lou Aronica, Malcolm Gladwell, Morten T. Hansen, Peter Sims, Reid Hoffman, Seth Godin, Sir Ken Robinson, Steven Pressfield
Master the fundamentals of entrepreneurship at every stage in your career
Previously, I wrote about 13 books every entrepreneur should read, but if that was the baseline, this is the update: 13 more books every entrepreneur can benefit for reading:
The Start-Up of You: Adapt to the Future, Invest in Yourself, and Transform Your Career by Reid Hoffman and Ben Casnocha.
Reid Hoffman, (entrepreneur, investor, and co-founder of LinkedIn) together with Ben Casnocha (entrepreneur and author) have created a revolutionary new blueprint for thriving in today's fractured world of work. Traditional job security is a thing of the past. Hoffman and Casnocha show how to accelerate your career in today's competitive world by managing your career as if it were a start-up business: a living, breathing, growing start-up of you. The same skills startup entrepreneurs use, professionals need to get ahead today. This book isn't about cover letters or resumes. Instead, you will learn the best practices of Silicon Valley start-ups, and how to apply these entrepreneurial strategies to your career. Whether you work for a giant multinational corporation, a small local business, or launching your own venture.
The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses by Eric Ries
Eric Ries, entrepreneur and author of the popular blog Startup Lessons Learned, co-founded and served as CTO of IMVU, his third startup, and has had plenty of startup experience along the way. The Lean Startup is a new approach to starting a business that is changing the way companies are built and new products are launched. Ries defines a startup as, "An organization dedicated to creating something new under conditions of extreme uncertainty." This is just as true for one-person company to a group of seasoned professionals in a Fortune 500 boardroom. The mission is to discover a repeatable, successful path to a sustainable business. The Lean Startup approach encourages companies to leverage human creativity more effectively. Inspired by lessons from lean manufacturing, it relies on "validated learning," rapid scientific experimentation, and a number of counter-intuitive practices that shorten product development cycles, measure actual progress with significant metrics, and learn what customers really want. It's what makes a company agile, regardless of it's size, by altering plans inch by inch and minute by minute. Businesses are asked to test their vision continuously, adapt, pivot, and adjust – before it's too late.
Great by Choice: Uncertainty, Chaos, and Luck–Why Some Thrive Despite Them All by Jim Collins and Morten T. Hansen
Jim Collins (student, teacher, and author) and Morten T. Hansen (a management professor at University of California) have teamed up to write Great by Choice, which asks, "Why do some companies thrive in uncertainty, even chaos, and others do not?" Based on nine years of research, buttressed by rigorous analysis and infused with engaging stories, Collins and Hansen, explain the key principles for building a great company in unpredictable, tumultuous, and fast-moving times. As with Collin's prior work, he uses a team of researchers to study companies that rose to greatness by beating their industry indexes by a minimum of ten times over fifteen years. That would be a feat in and of itself, but these businesses also had to do it in environments that experienced rapid shifts that leaders could not predict or control and other extreme environments. The best leaders were not more risk taking, more visionary, and more creative than the comparisons; they were more disciplined, more empirical, and more paranoid. Another surprise: Innovation is not as important as the ability to scale innovation and to blend creativity with discipline. Contrasting to Ries' agile movement, Great by Choice states that, "Leading in a 'fast world' always requires 'fast decisions' and 'fast action' is a good way to get killed." The great companies, Collins and Hansen argue, changed less in reaction to a radically changing world than the comparison companies.
Unusually Excellent: The Necessary Nine Skills Required for the Practice of Great Leadership by John Hamm
John Hamm, author and leadership expert, explains why leadership can't be mastered as a single concept or tool. Instead, excellent leadership is composed of actions, ideas, emotions, cultural forces, history, and expectations that work together in an interconnected system. This system forms the core of the winning combination of superb character, skill-based competence, and professional reputation. Hamm demonstrates that any leader can excel by consistently putting into action the Necessary Nine skills: being authentic, trustworthy, and compelling; leading people, strategy, and execution; communicating, making decisions, and making an impact. Unusually Excellent offers powerful, unforgettable leadership lessons, reinforced empirical evidence, and logical analysis. Treat it like your personal coach – one that will prepare you for the lifelong and ongoing journey towards exceptional leadership.
Do the Work by Steven Pressfield
Steven Pressfield, author of The Legend of Bagger Vance, Gates of Fire, and The War of Art, asks, "What is this terrible thing called Resistance — and how can I overcome it?" Do the Work probes further, "Could you be getting in your way of producing great work? Have you started a project but never finished? Would you like to do work that matters, but don't know where to start?" The answer is to do the work. It's not about better ideas, it's about actually doing the work. Do the Work is a weapon against Resistance – a tool that will help you take action and successfully ship projects out the door. "There is an enemy. There is an intelligent, active, malign force working against us. Step one is to recognize this. This recognition alone is enormously powerful. It saved my life, and it will save yours." When I used to be in Amway, I used to ask how to make money. The response was, "Show the plan." When I'd ask how to show the plan, the response was the same, "Show the plan." Sometimes you just have to do the work. Read this when you're feeling resistance. I did.
Little Bets: How Breakthrough Ideas Emerge from Small Discoveries by Peter Sims
Peter Sims, author, speaker, and entrepreneur, found that successful people in different industries achieved breakthrough results by methodically taking small, experimental steps in order to discover and develop new ideas. Rather than believing they have to start with a big idea or plan a whole project out in advance, trying to foresee the final outcome, they make a series of little bets about what might be a good direction, learning from lots of little failures and from small but highly significant wins that allow them to happen upon unexpected avenues and arrive at extraordinary outcomes. This is similar to Ries' agile method in The Lean Startup. Based on extensive research, including more than 200 interviews with leading innovators, Sims discovered that productive, creative thinkers and doers (Do the Work) from Ludwig van Beethoven to Thomas Edison and Amazon's Jeff Bezos practice a key set of simple but ingenious methods. Fail quickly to learn fast, tap into the genius of play, and engage in highly immersed observation to free minds, opening them up to making unexpected connections and perceiving invaluable insights. These methods also unshackle them from the constraints of overly analytical thinking and linear problem solving that our education places so much emphasis on, as well as from the fear of failure, all of which thwart so many of us in trying to be more innovative.
Everything Is Obvious: *Once You Know the Answer by Duncan J. Watts
Duncan J. Watts, a professor of sociology at Columbia University, a principal research scientist at Yahoo! Research, and a former officer in the Royal Australian Navy, holds a Ph.D. in Theoretical and Applied Mechanics from Cornell University. He is the author of Six Degrees: The Science of a Connected Age and in Everything Is Obvious he asks, "Why is the Mona Lisa the most famous painting in the world? Why did Facebook succeed when other social networking sites failed? Did the surge in Iraq really lead to less violence? How much can CEO's impact the performance of their companies? And does higher pay incentivize people to work hard?" If you think the answers to these questions are a matter of common sense, think again. As Watts explains in this book, the obvious explanations we give for life's outcomes are less useful than they seem. Drawing on the latest scientific research, along with a wealth of historical and contemporary examples, Watts shows how common sense reasoning and history conspire to mislead us into believing that we understand more about the world of human behavior than we do; and in turn, why attempts to predict, manage, or manipulate social and economic systems so often go awry.
The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators by Jeff Dyer, Hal Gregersen, and Clayton M. Christensen
Jeff Dyer (Professor of Strategy at the Marriott School, BYU), Clayton M. Christensen (Robert and Jane Cizik Professor of Business Administration at the Harvard Business School, co-founder of Innosight, a management consultancy; Rose Park Advisors, an investment firm; and Innosight Institute, a non-profit think tank), and Hal B Gregersen, (Professor of Leadership at Insead; a co-founder of The Innovator's DNA, a leadership consultancy; and a Senior Fellow at Innosight, a management consultancy) wrote The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators. The book proposes that you could be innovative and impactful if you can change your behaviors to improve your creative impact. By identifying behaviors of the world's best innovators—from leaders at Amazon and Apple to those at Google, Skype, and Virgin Group—the authors outline five discovery skills that distinguish innovative entrepreneurs and executives from ordinary managers: Associating, Questioning, Observing, Networking, and Experimenting. The authors state that once you master the core competencies (ability to generate ideas, collaborate with colleagues to implement them, and build innovation skills throughout your organization to sharpen its competitive edge) innovation advantage can translate into a premium in your company's stock price—an innovation premium—which is possible only by building the code for innovation right into your organization's people, processes, and guiding philosophies.
Malcolm Gladwell, a staff writer with The New Yorker magazine since 1996. His 1999 profile of Ron Popeil won a National Magazine Award, and in 2005 he was named one of Time Magazine's 100 Most Influential People. He is the author of The Tipping Point: How Little Things Make a Big Difference and Blink: The Power of Thinking Without Thinking, both of which were number one New York Times bestsellers. In this stunning new book, Outliers, Malcolm Gladwell takes us on an intellectual journey through the world of the best and the brightest, the most famous, and the most successful people. Gladwell asks the question, "What makes high-achievers different?" His answer is that we pay too much attention to what successful people are like, and too little attention to where they are from: that is, their culture, their family, their generation, and the idiosyncratic experiences of their upbringing. Along the way he explains the secrets of software billionaires, what it takes to be a great soccer player, why Asians are good at math, and what made the Beatles the greatest rock band.
Poke the Box by Seth Godin
Seth Godin is the author of ten international bestsellers that have been translated into over 30 languages, and have changed the way people think about marketing and work. His Unleashing the Ideavirus is the most popular ebook ever published, and Purple Cow is the bestselling marketing book of the decade. If you're stuck at the starting line, you don't need more time or permission, to wait for your boss's okay, or to be told to push the button; you just need to poke. Poke the Box is a call to action about the initiative you're taking-–in your job or in your life. Godin knows that one of our scarcest resources is the spark of initiative in most organizations (and most careers)-–the person with the guts to say, "I want to start stuff." Poke the Box just may be the kick in the pants you need to shake up your life.
Anything You Want by Derek Sivers
Derek Sivers, entrepreneur, programmer, avid student of life, went looking for ways to sell his own CD online and ended up creating CD Baby, once the largest seller of independent music on the web with over $100M in sales for over 150,000 musician clients. Since 2008, Derek has traveled the world and stayed busy creating and nurturing creative endeavors, like Muckwork, his newest company where teams of efficient assistants help musicians do their "uncreative dirty work." Derek writes regularly on creativity, entrepreneurship, and music on his blog. In Anything You Want, Derek Sivers chronicles his "accidental" success and failures into this concise and inspiring book on how to create a multi-million dollar company by following your passion. In this book, Sivers details his journey and the lessons learned along the way of creating CD Baby and building a business close to his heart. "[Sivers is] one of the last music-business folk heroes," says Esquire magazine. His less-scripted approach to business is refreshing and will educate readers to feel empowered to follow their own dreams. Aspiring entrepreneurs and others trying to make their own way will be particularly comforted by Sivers straight talk and transparency -a reminder that anything you want is within your reach.
The Personal MBA: Master the Art of Business by Josh Kaufman
Josh Kaufman, an independent business teacher, education activist, and author, brings a multidisciplinary approach to business education that has helped hundreds of thousands of readers around the world master foundational business concepts on their own terms. His work has been featured in BusinessWeek, Fortune, and Fast Company, as well as by influential websites like Lifehacker, HarvardBusiness.org, Cool Tools, and Seth Godin's Blog. Getting an MBA is an expensive choice-one almost impossible to justify regardless of the state of the economy. Even the elite schools like Harvard and Wharton offer outdated, assembly-line programs that teach you more about PowerPoint presentations and unnecessary financial models than what it takes to run a real business. You can get better results (and save hundreds of thousands of dollars) by skipping business school altogether. Learn the essentials of entrepreneurship, marketing, sales, negotiation, operations, productivity, systems design, and much more, in one comprehensive volume. The Personal MBA distills the most valuable business lessons into simple, memorable mental models that can be applied to real-world challenges.
The Element: How Finding Your Passion Changes Everything by Sir Ken Robinson and Lou Aronica
Ken Robinson (an internationally recognized leader in the development of creativity, innovation and human resources) and Lou Aronica (author). Robinson has worked with national governments in Europe and Asia, international agencies, Fortune 500 companies, national and state education systems, non-profit organizations and some of the world's leading cultural organizations. He was knighted in 2003 for his contribution to education and the arts. The Element is the point at which natural talent meets personal passion. When people arrive at the Element, they feel most like themselves, most inspired, and achieve at their highest levels. With a wry sense of humor, Ken Robinson looks at the conditions that enable us to find ourselves in the Element and those that stifle that possibility. Drawing on the stories of a wide range of people, including Paul McCartney, Matt Groening, Richard Branson, Arianna Huffington, and Bart Conner, he shows that age and occupation are no barrier and that this is the essential strategy for transforming education, business, and communities in the twenty-first century. The Element is a breakthrough book about talent, passion, and achievement from one of the world's leading thinkers on creativity and self-fulfillment.
Are You on Fire?
Nov 20,2011 Leave a comment Executive Coaching, Sir Ken Robinson
Do you love what you do? Are you passionate about it? If not, why are you doing it?
Most people, if you ask them these questions will respond with excuses which on the surface sound very good:
"I'm just doing this until I can find something better."
"I'm just holding out until I retire in a couple of years."
"If I didn't have my family so early in life, I could have done it, maybe, but that's in the past now."
"I can't take a risk now. I'm too old and my family depends on me."
What they are really saying is, "What if I fail and someone gets hurt along the way – someone like my ego and my family's lifestyle?"
No one can predict the future, but you can take calculated risks. A planned move into an area where you are better suited is actually less risky than staying in a precarious, but 'secure' position at the job you think you 'have to have' to get by.
It may sound flippant, but you do only have one life to live and all of this is temporary. What are you doing with your life? Do you ever wish there was something better or more rewarding you could be doing? What if you could provide for yourself and/or your family AND be doing your passion? Are you even looking?
The first step is to decide that the current path you are on isn't working for you. As the old metaphor goes, you've got your ladder leaning on the wrong building – that's all. Just move it to another building and go. Take action and be prepared for others, but primarily yourself to tell you it won't work and that you will fail. Overcome these thoughts and you'll be well on your way to doing what you are passionate about.
Need help finding out what you are passionate about? Sir Ken Robinson has written a book that might help titled, The Element: How Finding Your Passion Changes Everything. It's less than $10 on Amazon and it could change your life – for the better.
How to Start an Internet Marketing Business
Aug 1,2011 Leave a comment Chris Farrell, Ed Dale, Internet Marketing, Market Samurai, Sir Ken Robinson, Success, The Element
I spoke a little bit about how to start an Internet marketing business on my blog, An Entrepreneurial Mind, but wanted to go into more detail here about how I got started in Internet marketing and what products I'd recommend. I got started in Internet marketing almost by mistake. I was doing some research about how to promote a particular site and kept running across initials like "IM" and "MS" and "30DC." After looking into them I realized that there was thing called Internet marketing (IM) and a lot of people used Market Samurai (MS) because of going through the Thirty Day Challenge (30DC). I ended up going through what is now called The Challenge (since their was no fee for awesomeness) and got to really like Ed Dale. I eventually bought Market Samurai and have used that extensively for research. One thing I didn't learn from any one place though was an overall strategy for how to go from start to finish on a project or a business.
For a long time, I had a card hanging up on my wall that said, "There is a process to success," which was a quote from Chris Farrell. Chris runs an Internet marketing service that teaches people how to make money online in easy, step-by-step processes from start to finish. What Chris has said, Ed Dale would add, "There's a process for everything. Creativity is a process. If you've ever found yourself sitting in front of the computer wondering what to do next. That's not a Focus problem…It's a PROCESS problem." Learn the processes of successful people and repeat them to be successful yourself. It's not easy, it's a process, and one that is learnable. Sir Ken Robinson, an author, speaker, and international advisor on education in the arts to government, non-profits, and education, says that, "Innovation and creativity are learnable skills, not inborn talents."
I've just recently purchased and received Sir Ken's newest book, The Element, which tackles the challenge of determining and pursuing work that is aligned with individual talents and passions to achieve well-being and success. 'The element' is what Sir Ken identifies as the point where the activities individuals enjoy and are naturally good at, come together. I'm looking forward to reading it, but even more looking forward to doing it. I once had a mentor tell me that my mind was always running on a parallel track to what I was working on during the day because I was aligned with my true passion, but that once I did, I would "take off on fire." That's partly why I wrote what I did under my new executive coaching blog, Are You on Fire? If you're not on fire for what you do, what's stopping you? If you're tired of that pit in your stomach every time you think about your work, it's time to consider a change and if you're looking for help on how to make money online, remember Chris Farrell's membership program.
How My Wife and Kids Make Money
YouTube Simulator
16 yo Tries to Wake up for School
WordPress Home Page Blank or White Due to Default HTML File after Migrating to New Web Host
Erich Stauffer Figurines
Jim Halpert's Marketing Company, Athlead
22 Movies that Question Reality
Dr. James Dobson's Twelve Steps of Intimacy
What Happened to CollegeClub.com?
80′s Toy The Original Roller Racer Flying Turtle
Predestination Explained: a Timeline without Paradoxes
Google Mail (Gmail) Query String Parameters
The Driving Instructor
People Who Believed in Me
My Body is a House
QVCA – The 4 Elements of Successful Social Media and Email Marketing
Copyright © Erich Stauffer. All Rights Reserved.


DescriptionOutfit your head with some new Los Angeles Lakers gear in the form of this Heathered Neo Pop 39THIRTY flex hat from New Era! The striking design comes equipped with an embroidered Los Angeles Lakers logo on the crown, and mesh paneling along the back. This is the perfect accessory to pair with your typical game day outfit.


This page sets out how NEQOS use Hospital Episode Statistics in line with the General Data Protection Regulation (GDPR).
We access Hospital Episode Statistics (HES), collected by NHS Digital, through a secure online portal containing the records of all people who attend hospital in England. These records relate to visits to Accident & Emergency Departments, Outpatient appointments, and in-hospital stays. They contain information on the age, gender and ethnicity of patients, what hospital they went to and what they went to hospital for. They do not contain any information which would accurately identify them, such as their name or address.
We are allowed access to this data under a Data Sharing Framework Contract and a Data Sharing Agreement between Northumberland Tyne and Wear NHS Foundation Trust (the organisation which hosts NEQOS) and NHS Digital. Although we are able to view anonymised records for individuals we are only able to download and store tabulated (statistical) data. Any statistical publications produced from the data are not presented in a form which reveals any individual's identity.
We take very seriously our responsibilities to keep this information secure. The data is downloaded and stored in a safe and secure way. The number of staff accessing and handling such data within NEQOS is limited to those who have signed a Data Access Agreement, and who undertake regular training about data protection and managing personal information.
The data is only used for purposes related to healthcare or the promotion of health, in line with the Health and Social Care Act 2012 as amended by the Care Act 2014.
Inform them about the incidence of certain conditions and treatments, and allow gaps in service provision to be identified.
Article 6(1)(e) – '…Public task …'.
Northumberland Tyne and Wear NHS Foundation Trust (the organisation which hosts NEQOS) is the Data controller and is registered as required by Data Protection legislation.
Only statistical data, derived from HES records, is shared outside of NEQOS, and the data is not presented in a form which reveals anyone's identity.
The data which is downloaded can only be retained for as long as the Data Sharing Agreement with NHS Digital is in place. When the Agreement is terminated, all data provided under this agreement will be securely destroyed.


Rate‑specific webpages containing additional information about and historical data for each type of rate included in this summary are available via PBGC's interest rates webpage. With respect to rates PBGC calculates directly (e.g., ERISA 4022 lump sum rates), the rate-specific webpages are almost always updated on the 15th of each month.
The ERISA 4022 Lump Sum Interest Rate Web page provides information about how these rates are used, e.g., what i1, i2, i3, n1 and n2 represent, when to use the immediate rate, etc.
These are the March 2019 spot segment rates. They are used by plans with plan years beginning in April 2019 for determining either the 2019 or 2020 VRP, depending on whether the plan uses the "lookback rule".
The VRP interest rate web page provides additional information about applicability.
Ultimate rate - 3.05% thereafter.
Late payment penalties may also apply. See Late Payment Charges for more information.


text:
St. Louis High School Musical Theatre Awards starts its 4th season
Posted 8:15 am, October 10, 2019, by Krissy Rechtlich, Updated at 08:16AM, October 10, 2019
St. Louis High School Musical Theatre Awards (SLHSMTA) is starting its 4th season
SLHSMTA is a partnership between The Fox Theatre, The Muny, and the Fox Performing Arts Charitable Foundation and is a part of the National High School Musical Theatre Awards (The Jimmys)
This year, SLHSMTA has 40 participating schools throughout the St. Louis Metropolitan Area and East Illinois.
This yearlong adjudication begins with Visitation's production of "Once Upon a Mattress" Oct 10th – 12th and continues into April 2020. In early May, nominees will be announced. The season will culminate with an Awards Ceremony modeled after the Tony Awards Sunday, June 14th at the Fabulous Fox Theatre.
For more information on the SLHSMTA, click here.
Fox 2 and KPLR 11 are proud sponsors of the St. Louis High School Musical Theatre Awards.
Filed in: Community
Community Spirit of St. Louis
Timberland High School's "Little Shop of Horrors" entered into STL High School Musical Theatre Awards
Cirque Dreams Holidaze at the Fabulous Fox Theatre later this month
The hit broadway musical, 'Dear Evan Hansen," is on stage now at the Fabulous Fox Theater
'Hello, Dolly!' now playing at The Fabulous Fox Theatre
Tickets for 'Hamilton' at the Fox on sale today!
Jerry Herman, the Broadway composer who wrote 'Hello, Dolly!' and 'La Cage aux Folles,' is dead at 88
DaVinci and Michelangelo: The Titans Experience makes debut at the Grandel Theatre
Weekends on the Web: Saturday & Sunday, November 2-3, 2019
Pulse – How some Normandy High School students are graduating with an associate degree
Alanis Morissette coming to St. Louis this summer!
Tim's Travels
Tim's Travels: FOX 2's Fabulous Fox Holiday Deals!
Hamilton tickets go on sale after the new year


text:
Q: NSOutlineView cell font color not respecting nib? If you take a look at this image:

My cell's text color is white. However, when I run the app I get this:
.
My viewForTableColumn is:
- (NSView *)outlineView:(NSOutlineView *)outlineView viewForTableColumn:(NSTableColumn *)tableColumn item:(id)item {

    if ([self isHeader:item]) {
        return [outlineView makeViewWithIdentifier:@"HeaderCell" owner:self];
    } else {
        return [outlineView makeViewWithIdentifier:@"DataCell" owner:self];
    }
}

Which are just the identifiers for my header and data cell (not defined anywhere else other than in the nib).
What I am doing wrong? How come my header cell is coming out another color other than white?
Note: Table is view based NOT cell based.


text:
Kenneth J. Fiset J9078
1915 (Approximate) - Unknown
From an RCAF Press Release released January 6, 1945:"The exploits that won sportsman Squadron Leader Kenneth J Fiset, Montreal, his DFC was a temporary disappointment to himself and the others who took part in it.
In July, he letter formation of eight typhoons to break up German preparations for a counter attack. 'The target, an orchard, was marked by British Army units with smoke. We bombed and strafed it pretty thoroughly, but Jerry was really hidden and when we landed, we couldn't make a single claim. We were pretty disappointed until about five minutes later, when army officials from all over the area began phoning through. Apparently we have really done a job and they couldn't have been any more enthusiastic.'
On another occasion when Fiset led his squadron in an attack on German tanks, he found a more satisfying target. Jerry was in a corner of a big wood and we went in just at dusk with 1000 pounders. After bombing and strafing, we claimed 30 tanks destroyed. A day or two later when British units took the wood, 37 derelict tanks were found, and about a company of German dead.
S/L Fiset began operations in 1943 with an RAF squadron but joined an all-Canadian Wing in early 1944. He received the DFC and command of his squadron on the same day last summer.
In peacetime, S/L Fiset was well known in Montréal sports. He was tennis champion of the city at one time, and bowled in open and parochial bowling leagues. In addition, he took part in baseball and swimming meets and was a member of the north branch YMCA.
Before going overseas, he was stationed at St. Hubert's. A native of Montréal, he attended Luke Callaghan Memorial School and Sir George Williams College. Formerly, he was manager of the waterworks division at Ste. Therese. He's on his way home to Canada."
For additional information about Ken Fiset, please consult Typhoon and Tempest by Hugh Halliday on page 194. Fiset's portrait is at the War Museum in Ottawa.


text:
Georgia Pretends To Be Under Attack To Attract Attention to Mr. Saakashvili
World » Former USSR
Georgia conducted another anti-Russian provocative act on March 13. The nation and its President Mikhail Saakashvili were portrayed as victims of the Russian aggression.
The story began to unfold on March 12. Georgian online media published news messages claiming that Russia was conducting military drills and dispatching troops to Abkhazia and South Ossetia in order to launch a military campaign against Georgia. News reports also said that spokespeople for the Georgian opposition, who regularly appear in Moscow, were working for their future positions in a new pro-Russian government of Georgia.
The authors of the hoax forgot to mention that neither the former speaker of the Georgian parliament Nino Burjanadze, nor the former Prime Minister Zurab Nogandeli could be referred to as pro-Russian politicians. It did not matter, though, for it was not the goal for which the hoax was made.
The subject moved from the Internet to television on March 13, when Imedi, a Georgian pro-governmental TV channel, aired a report about Russia's supposed intention to attack Georgia. The viewers were warned that the report, which the channel was going to broadcast in its news program, would be a prediction to a "possible development of the situation which would occur if the Georgian society was not going to consolidate against the Russian plan."
Imedi's news host reported of a terrorist act, which was supposedly committed in South Ossetia against its President Eduard Kokoity. Russian troops entered Georgia, President Saakashvili was killed, people were fleeing from the capital and other cities of the country. The report showed crowds of refugees.
No one paid any attention to the fact that the entire report was just a screen version of events, which could happen in Georgia, as journalists of the TV channel said.
Many people started calling each other saying that Georgia was under attack. The report spread havoc in the whole country.
The press secretary of Georgia's "killed" president urgently arrived in the TV studio to pacify the citizens. She said that Saakashvili was alive, and there was no danger of a possible incursion.
"Provocations are possible, although the danger, which was staged in the news program, is impossible," Manana Manjgaladze said.
"I think that the TV channel should have placed a warning saying that it was only a screen version of possible events. The warning should have been displayed during the entire report," the official said.
The administration of the TV company also confirmed later that the whole report was staged.
"It was an imitation, it was not true to fact. We apologize for the concerns, which the repot raised in the country," a spokesperson for Imedi said.
The people of Georgia ignored the official apologies. A crowd of people gathered near the building of the TV companion on Sunday night. Opposition activists said that Saakashvili wanted to brainwash the Georgian society. They said that those people who made the report dream their staged events to become true.
Nino Burjanadze, a former speaker of the parliament of Georgia, said that the report was "an act of psychological aggression against the population." She believes that it was Saakashvili, who authorized the provocation. Saakashvili is trying to use the "Russian threat" to conceal the collapse of his political course. She promised to file a lawsuit against the TV company for slander.
As a result, the report produced an international scandal. Russian, Abkhazian and South Ossetian politicians had to release official comments in connection with the hoax. They said that the Georgian administration was trying to slander Russia and South Ossetia, like it was two years ago before Georgia launched a military attack against S.Ossetia.
The story about Russia's intention to attack Georgia can bring good to only one politician – Georgian President Mikhail Saakashvili. The whole world ignores him. He can only make himself look like a victim of the mythical Russian aggression to attract attention.
Vadim Trukhachev
Read the original in Russian
Russia Today: Georgia invaded, Saakashvili dead? False TV report causes panic


15 AUGUST 2018, BANGKOK — Thai Union Group PCL. is pleased to announce the company will remain a constituent to the FTSE4Good Emerging Index by FTSE Russell (the trading name of FTSE International Limited and Frank Russell Company).
The FTSE4Good Index Series was launched in 2001 to help investors integrate environmental, social and governance (ESG) factors into their investment decisions and as a framework for corporate engagement and stewardship. The indices identify companies that better manage ESG risks and are used as a basis for tracker funds, structured products and as a performance benchmark.
Thai Union debuted on the FTSE4Good Emerging Index when it was first launched in December 2016. It covers more than 20 emerging nations.
Thai Union is now included in two of the world's most followed sustainability indices. In 2017, the company was named to the Dow Jones Sustainability Emerging Markets Index (DJSI) for the fourth consecutive year.
Supply Chain Management (the latter in partnership with WWF-UK).
Recently, a panel of expert judges presented Thai Union and WWF-UK with gold in the "Best Sustainable Supply Chain" category at the Global Good Awards UK 2018—a testament to the pivotal work the two organizations have achieved through its European partnership.
This was followed by Thai Union's John West brand being named winner of the Marine Stewardship Council's (MSC) 2018 UK Canned Brand of the Year Award for the second consecutive year. The annual MSC awards celebrate those safeguarding seafood supplies for current and future generations.
The Business Intelligence Group, which at the end of July announced winners for its 2018 Sustainability Awards to honor those who have made sustainability an integral part of business practice, included Thai Union in two categories, including Sustainability Leadership of the Year (Organization), as well as the company's digital traceability pilot project for Sustainability Initiative of the Year (Project).


text:
Q: Limit of $\sqrt[3]{(n+1)(n+2)(n+3)}-n$ I came up with a Solution for $\displaystyle\lim_{n\to\infty}\sqrt[3]{(n+1)(n+2)(n+3)}-n$
That's my Solution:
$\sqrt[3]{(n+1)(n+2)(n+3)}-n$

\begin{aligned}
  &=\frac{\left(\sqrt[3]{n^3+6 n^2+11 n+6}-n\right)\left(n^2+n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}\right)}{\left(n^2+n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}\right)}\\
  &=\frac{6 n^2+11 n+6}{n^2+n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}\\
  &\lim_{n\to \infty}\frac{n^2(6+\frac{11}{n}+\frac{6}{n^2})}{n^2\left(1+\frac{n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}\right)}\\
  &=\lim_{n\to \infty}\frac{n^2(6+\frac{11}{n}+\frac{6}{n^2})}{n^2}\lim_{n\to \infty}\frac{1}{1+\frac{n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}}\\
  &=6\frac{1}{\displaystyle{\lim_{n\to \infty}}1+\frac{n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}}\\
  &=6\frac{1}{1+\displaystyle{\lim_{n\to \infty}}\frac{n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}}\\
  &=\frac{6}{1+\displaystyle{\lim_{n\to \infty}}\frac{\sqrt[3]{n^3+6 n^2+11 n+6}}{n}+\frac{\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}}\\
  &=\frac{6}{1+\left(\displaystyle{\lim_{n\to \infty}}\frac{\sqrt[3]{n^3+6 n^2+11 n+6}}{n}\right)+\left(\displaystyle{\lim_{n\to \infty}}\frac{\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}\right)}\\
  &=\frac{6}{1+\left(\displaystyle{\lim_{n\to \infty}}\sqrt[3]{\frac{n^3+6 n^2+11 n+6}{n^3}}\right)+\left(\displaystyle{\lim_{n\to \infty}}\frac{\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}\right)}\\
  &=\frac{6}{1+\left(\displaystyle{\lim_{n\to \infty}}\sqrt[3]{\frac{1+\frac{6}{n}+\frac{11}{n^2}+\frac{6}{n^3}}{1}}\right)+\left(\displaystyle{\lim_{n\to \infty}}\frac{\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}\right)}\\
  &=\frac{6}{1+1+\left(\displaystyle{\lim_{n\to \infty}}\frac{\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}{n^2}\right)}\\
  &=\frac{6}{1+1+\left(\displaystyle{\lim_{n\to \infty}}\left(\frac{n^3+6 n^2+11 n+6}{n^3}\right)^{2 / 3}\right)}\\
  &=\frac{6}{1+1+\left(\displaystyle{\lim_{n\to \infty}}\frac{1+\frac{6}{n}+\frac{11}{n^2}+\frac{6}{n^3}}{1}\right)^{2 / 3}}\\
  &=\frac{6}{1+1+1}=2\\
 \end{aligned}
The question I wanna ask is there a more elegant way to solve this problem?

A: It is best to avoid writing complicated expressions. Let us write $$A_n=\sqrt[3]{(n+1)(n+2)(n+3)}$$ so that $A_n/n\to 1$ and $$A_n^3=n^3+6n^2+11n+6$$ Next we have $$A_n-n=n((A_n/n) - 1)=n\cdot\frac{(A_n/n)-1}{(A_n/n)^3-1}\cdot\frac{A_n^3-n^3}{n^3}$$ The middle fraction tends to $1/3$ (by virtue of standard limit formula $$\lim_{x\to a} \frac{x^m-a^m} {x-a} =ma^{m-1}$$ with $a=1$ and $A_n/n$ playing the role of $x$ and $m=3$) and hence desired limit is equal to the limit of $$\frac{A_n^3-n^3}{3n^2}$$ which is $2$.

A: You can use Taylor expansion to solve this in a faster way; as $x \to 0$ you have
$(1+x)^{\alpha} \sim 1+\alpha x$ $\quad(*)$
Now:
$$(n+1)(n+2)(n+3)=n^3+6n^2+11n+6=n^3\left(1+\dfrac{6}{n}+\dfrac{11}{n^2}+\dfrac{6}{n^3}\right)$$
Moreover:
$$\sqrt[3]{(n+1)(n+2)(n+3)}=n\left(1+\dfrac{6}{n}+\dfrac{11}{n^2}+\dfrac{6}{n^3}\right)^{1/3}$$
Applying $(*)$ to $\left(1+\dfrac{6}{n}+\dfrac{11}{n^2}+\dfrac{6}{n^3}\right)^{1/3}$ we have:
$$\left(1+\dfrac{6}{n}+\dfrac{11}{n^2}+\dfrac{6}{n^3}\right)^{1/3}\sim 1+\dfrac{1}{3}\left(\dfrac{6}{n}+\dfrac{11}{n^2}+\dfrac{6}{n^3} \right) $$
Finally:
$$ \sqrt[3]{(n+1)(n+2)(n+3)}-n = n\left(1+\dfrac{6}{n}+\dfrac{11}{n^2}+\dfrac{6}{n^3}\right)^{1/3}-n \sim  2+\dfrac{11}{3n}+\dfrac{2}{n^2} \to 2$$

A: I would start the same as you did and obtain that we want to find the limit of $$\frac{6 n^2+11 n+6}{n^2+n \sqrt[3]{n^3+6 n^2+11 n+6}+\left(n^3+6 n^2+11 n+6\right)^{2 / 3}}$$ as $n$ goes to infinity. But then I would notice that this expression is $\frac{6n^2 + o(n^2)}{3n^2 + o(n^2)}$ using the little-o notation. Now, since $\lim_{n \rightarrow \infty} o(n^2)/n^2 = 0$, we get that $$\lim_{n \rightarrow \infty} \frac{6n^2 + o(n^2)}{3n^2 + o(n^2)} = 2.$$

A: Let's substitute $n = t^{3}$ for simplification . The limit is then :
$\displaystyle\lim_{t\to0}t^3 [[{(1 + t^{-3})(1 + 2t^{-3})(1 + 3t^{-3})]^{1/3}}-1]$
Multiply numerator and denominator by $[{(1 + t^{-3})(1 + 2t^{-3})(1 + 3t^{-3})]^{1/3}}+1]$
Substitute $u = t^{-3}$ and limit becomes :
$(1/2)$$\displaystyle\lim_{u\to0}\frac{(6u^3 + 11u^2 + 6u + 1)^{2/3}-1}{u}$
The limit at right is equal to $4$ and is easy to calculate.(apply L hospital rule once!)
Hence, $\displaystyle\lim_{n\to\infty}\sqrt[3]{(n+1)(n+2)(n+3)}-n = 2$

A: $$\lim_{n\rightarrow \infty} \sqrt[3]{(n+1)(n+2)(n+3)}-n$$
Factor $n$
$$\lim_{n\rightarrow \infty} n\left(\sqrt[3]{\frac{(n+1)(n+2)(n+3)}{n^3}}-1\right)$$
$$\lim_{n\rightarrow \infty} n\left(\sqrt[3]{\left(1+\frac1n\right)\left(1+\frac2n\right)\left(1+\frac3n\right)}-1\right)$$
Set $x = \frac{1}{n}$
$$\lim_{x\rightarrow 0} \frac{\sqrt[3]{(1+x)(1+2x)(1+3x)}-1}{x}=g'(0)$$
Where $g(x) = \sqrt[3]{(1+x)(1+2x)(1+3x)}$

A: To simplify the algebra a little, let $m = n + 2.$ Then we want to
find
$$
\lim_{m\to\infty} \left[\sqrt[3]{m(m - 1)(m + 1)} - (m - 2)\right] =
2 - \lim_{m\to\infty} \left[m - \sqrt[3]{m^3 - m}\right],
$$
if the latter limit exists.
To see that the limit does exist, and that it is $0,$ let $f(m) = \sqrt[3]{m^3 - m}.$ Then
$$
m^2(m - f(m)) < (m - f(m))(m^2 +mf(m) + f(m)^2) = m^3 - f(m)^3 = m,
$$
therefore $0 < m - f(m) < 1/m,$ therefore
$$
2 - \lim_{m\to\infty} \left[m - \sqrt[3]{m^3 - m}\right] =
2 - \lim_{m\to\infty} (m - f(m)) = 2 - 0 = 2.
$$

A: Admittedly, I'm late to the party, but my prezzie is conceptionally different.
Let's apply the Harmonic-Geometric-Arithmetic mean inequality to the given expression to obtain
$$\sqrt[3]{(n+1)(n+2)(n+3)}-n \:<\: \frac{(n+1)+(n+2)+(n+3)}3-n\:=\: 2\tag{1}$$
and
$$2\cdot\frac{3n^2+11n+9}{3n^2+12n+11}
\:=\:\frac3{\frac1{n+1}+\frac1{n+2}+\frac1{n+3}}-n \:<\: \sqrt[3]{(n+1)(n+2)(n+3)}-n\,.$$
As the variables $\,n+1, n+2,$ and $\,n+3\,$ are not equal, the stronger "$<$" holds instead of "$\leqslant$"$\,$.
And as an extra, the inequality chain shows that the limit which is $2$ is approached from below.

Note:
Inequality $(1)$ also follows, if not even quicker, from
$\,(n+1)(n+2)(n+3)<(n+2)^3.$


text:
Why Bulgaria's Protests Stand out in Europe
Views on BG | July 31, 2013, Wednesday // 08:02| views
Bulgarians have been protesting for close to two months now against the Socialist-endorsed Cabinet of Prime Minister, Plamen Oresharski. Photo by bGNES
Ivan Krastev
In the past few years millions of angry citizens – generally young, well educated and mobilised through social media – have "occupied" places in countries as different as the US, Egypt, Russia, Spain, Brazil, Turkey and Bulgaria, demanding not simply a change in government but also a different way of governing.
What these vastly different protest movements have in common is that they trust neither the business or political elites. They captured the public imagination without bringing to life either a new ideology or charismatic political leaders. They will be remembered for videos, not manifestos; happenings, not speeches; conspiracy theories, not political tracts.
In short, the global protests are not an expression of what Vaclav Havel once called "the power of the powerless" but of the frustration of the empowered.
In the annals of this global protest movement Bulgaria plays a special role. The country is a classic example of everything that is wrong with democracy – corruption, dysfunctional institutions and public apathy – and a textbook case of why democracy is still our best hope, with its potential to mobilise civic energy and allow people peacefully to topple governments that must go.
In February the centre-right government of former prime minister Boiko Borisov resigned after 100,000 protesters, mostly from the countryside, stormed the streets protesting against poverty, unemployment, corruption and electricity price rises. Seven people set fire to themselves during the protests.
Now it is the turn of the government of the Bulgarian socialist party and the party representing ethnic Turks to think about resignation. The story of the latest crisis is as simple as the plot of a low-budget Hollywood movie. It started on 14 June when the parliament appointed Delyan Peevski as the head of the State Agency for National Security. The appointment of this man, whom the western press respectfully describes as a "media mogul with shady connections", and whom Bulgarian media (even those few not own by him) find it best not to discuss, had the effect of a political earthquake.
Just hours after the decision was announced thousands of people mobilised via social media ended up on the street demanding his resignation. He resigned but this was not enough for the protesters. People then asked for the resignation of the government that had the perverse idea to appoint him. So every night since 14 June thousands of protesters have taken to the streets of Sofia asking for only one thing – early elections. But their protest is not just against this government but against any government that treats people as useless furniture.
The strategy adopted by Bulgaria's centre-left rulers is to pretend that nothing important is really happening and to wait for the protesters to go on holiday. But the people have not gone away. On the 40th day the protest got bloody. At 10pm police tried to break the siege around parliament and both protesters and policemen were wounded. The situation remains tense. It is a safe bet that in the not so distant future Bulgaria will have new parliamentary elections. The latest opinion poll indicates that only 16% of Bulgarians want the government to serve a full term.
What do the summer protests in Sofia teach us about "the revolution of the global middle class"? First, after more than 40 days of protest the crowd on the streets of Sofia impressed foreign correspondents but did not move the Bulgarian government. Second, in the age of Facebook the urban middle class risks remaining politically isolated, incapable of reaching out to other social groups. And third, the readiness of the government to use force against protesters is proportional to the active public support it can mobilise. In Turkey police came down hard on the protests, because its prime minister, Recep Tayyip Erdogan, was able to gather hundreds of thousands in his support. In Bulgaria counter protests never managed to gather more than 300 people.
The final lesson, learned after the protest-election cycle in Bulgaria earlier this year, is that popular protests can change almost everything, but not necessarily the way people vote. If protests fail to come up with political alternatives that people are ready to support, they are doomed to remain simply passing episodes that those participating in might one day nostalgically recall as a beautiful one-night stand with democracy. But even in failing, the protests have succeeded. The latest opinion polls indicate that after almost two month of protests Bulgarians' support for democracy and the European Union has increased.
And it is the position taken by Brussels and the major European capitals that makes Bulgarian protests stand out in the current protest wave in Europe. It is in Bulgaria that, contrary to its bureaucratic instincts, official Europe has sided with the protesters and not with the elites. The ambassadors of France and Germany wrote a joint article on 4 July strongly criticising the political model embodied by the government and practised also by previous ones. EU justice commissioner Vivian Reding came to Sofia and did what the Bulgarian prime minister hadn't – talked to the people.
Tags: ethnic Turks, Socialist Party, Vivian Reding, Brussels, Boyko Borisov, sofia, Recep Tayyip Erdogan, Movement, protests, protest, Bulgaria, turkey, Brazil, Spain, Russia, Egypt, US, Delyan Peevski, State Agency for National Security, Boyko Borisov, European Union
Sofia: Possibility of Increased Control of COVID-19 Contact Persons
COVID-19 in Bulgaria: Over 200 New Cases of Omicron
Bulgaria: There is No Bubble in the Real Estate Market. For Now
Sofia: The Subway will Reach "Levski G" Neighborhood in 2025
Bulgarian Doctor: Covid is Not the only Explanation for the High Mortality Rate
The White House: Russia could Launch an Invasion of Ukraine at any time


text:
Statutory Authority: 14 Delaware Code, Section 122(b) (14 Del.C. §122(b))
14 DE Admin. Code 505
505 High School Graduation Requirements and Diplomas
Education Impact Analysis Pursuant To 14 Del.C. Section 122(D)
A. Type of Regulatory Action Required
Amendment to Existing Regulation
B. Synopsis of Subject Matter of the Regulation
The Secretary of Education seeks the consent of the State Board of Education to amend 14 DE Admin. Code 505 High School Graduation Requirements and Diplomas to provide additional information related to the World Languages credit requirement that goes into effect for the Class of 2015 (freshmen 2011-2012). The regulation requiring the 2 credits in World languages was originally scheduled to go into effect for the Class of 2013. This was revised in January 2009 making the requirement effective for the Class of 2015. The recommendations of the Task Force on World Languages were taken into consideration in the proposed amendments. The definition of World Language includes American Sign Language. This was a recommendation of the Task Force and is also required by legislation, pursuant to HB 345 of the 145th General Assembly.
Persons wishing to present their views regarding this matter may do so in writing by the close of business on or before November 4, 2010 to Susan Haberstroh, Education Associate, Regulation Review, Department of Education, at 401 Federal Street, Suite 2, Dover, Delaware 19901. A copy of this regulation is available from the above address or may be viewed at the Department of Education business office.
C. Impact Criteria
1. Will the amended regulation help improve student achievement as measured against state achievement standards? The amended regulation provides additional information related to the credit requirements for World Languages that takes effect for the Class of 2015.
2. Will the amended regulation help ensure that all students receive an equitable education? The amended regulation provides additional information related to the credit requirements for World Languages that takes effect for the Class of 2015. The amendments will help ensure all students receive an equitable education as there are options provided for meeting the requirement.
3. Will the amended regulation help to ensure that all students' health and safety are adequately protected? The regulation is related to credit requirements and does not address the health and safety of students.
4. Will the amended regulation help to ensure that all students' legal rights are respected? The amended regulation provides additional information related to the credit requirements for World Languages that takes effect for the Class of 2015 and does not specifically address the legal rights of students.
5. Will the amended regulation preserve the necessary authority and flexibility of decision making at the local board and school level? The amended regulation provides additional information related to the credit requirements for World Languages that takes effect for the Class of 2015 and preserves the necessary authority and flexibility of decision making at the local board and school level.
6. Will the amended regulation place unnecessary reporting or administrative requirements or mandates upon decision makers at the local board and school levels? The amended regulation does not place unnecessary reporting or administrative requirements or mandates upon decision makers at the local board and school levels.
7. Will the decision making authority and accountability for addressing the subject to be regulated be placed in the same entity? The decision making authority and accountability does not change because of the amendments.
8. Will the amended regulation be consistent with and not an impediment to the implementation of other state educational policies, in particular to state educational policies addressing achievement in the core academic subjects of mathematics, science, language arts and social studies? The amended regulation is consistent with and not an impediment to the implementation of other state educational policies.
9. Is there a less burdensome method for addressing the purpose of the regulation? The is not a less burdensome method for addressing the purpose of the regulation.
10. What is the cost to the State and to the local school boards of compliance with the regulation? The requirement for the additional credits for graduation has been in the regulation for several years. District and charter schools may need to make adjustments to staffing to fulfill the requirement.
1.0 Definitions:
"Career Pathway" means the three (3) credits of pre planned and sequential courses required for graduation designed to develop knowledge and skills in a particular career or academic area. The Career Pathway shall be included in the Student Success Plan.
"Core Course Credit" means a credit in an English Language Arts, Mathematics, Science or Social Studies course.
"Credit" means the acquisition of skills and knowledge at a satisfactory level as determined by the district and charter school boards through 135 hours (a Carnegie Unit) of actual classroom instruction or through locally approved options contained in Section 8.0.
"Credit for Computer Literacy" means credit granted toward graduation at any point when the student can demonstrate competency in the required skill areas either through an integrated approach, a specific course, or a demonstration of accumulated knowledge over the student's educational career.
"Department" means the Delaware Department of Education.
"English Language Arts" means those components of reading, writing and oral communication that are included in the State Content Standards for high school English Language Arts as required in 14 DE Admin. Code 501.
"Health Education" means those components that are included in the State Content Standards for high school health education as required in 14 DE Admin. Code 501.
"High School" means grades 9 through 12.
"Mathematics" means those components of number sense, algebra, geometry, statistics and probability combined with problem solving, reasoning, communicating, and making connections that are included in the State Content Standards for high school mathematics as required in 14 DE Admin. Code 501 either through integrated courses or in courses titles such as Algebra I, Algebra II, Geometry, Trigonometry. Pre-Calculus, Calculus, Discrete Mathematics, Statistics, and Probability.
"Novice-high proficiency level" means the novice-high level of proficiency of certain skills and knowledge as defined by the American Council for the Teaching of Foreign Languages (ACTFL).
"Physical Education" means those components that are included in the State Content Standards for high school physical education as required in 14 DE Admin. Code 501.
"Science" means those components of the nature of science which include inquiry, materials and their properties, energy and its effects, Earth in space, Earth's dynamic systems, life processes, diversity and continuity of living things, and ecology that are included in the State Content Standards for high school science as required in 14 DE Admin. Code 501 either through integrated courses or in course titles such as Earth Science, Biology, Chemistry and Physics.
"Social Studies" means those components of civics, economics, geography, and history that are included the State Content Standards for high school social studies as required in 14 DE Admin. Code 501 either through integrated courses or in course titles such as United States History, World History, Geography, Economics, and Civics.
"Student Success Plan (SSP)" means a plan encompassing a minimum of five years including one year beyond high school developed and updated at least annually by the student, the student's advisor, at least one other staff member and the student's parent(s) guardian(s) or relative caregiver. The student's plan includes courses needed in preparation for immediate entry into the work force or opportunities in post secondary education. The plan also includes the support services necessary for the student to graduate from high school. An additional year of high school may be an option for inclusion in the Student Success Plan.
"Support Services" means those educational interventions such as tutoring; extra time before school, in school, or after school; summer school, an extra year(s) of high school or any other strategy to provide student educational assistance.
"World Languages" RESERVED means any language other than English that is used by peoples around the world for communicating information and ideas and transmitting its culture(s), including American Sign Language (ASL), Latin and Ancient Greek.
2.0 Current Graduation Requirements
2.1 A public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty two credits in order to graduate including: 4 credits in English Language Arts, 3 credits in mathematics, 3 credits in science, 3 credits in social studies, 1 credit in physical education, 1/2 credit in health, 1 credit in computer literacy, 3 credits in a Career Pathway, and 3 1/2 credits in elective courses.
3.0 Graduation Requirements Beginning with the Class of 2011 (Freshman Class of 2007-2008)
3.1 Beginning with the graduating class of 2011, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty two (22) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics; three (3) credits in Science, three (3) credits in Social Studies, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.
3.1.1 Students shall complete mathematics course work that includes no less than the equivalent of the traditional requirements of Geometry, Algebra I and Algebra II courses.
3.1.2 Scientific investigations related to the State Science Standards shall be included in all three science course requirements.
3.1.3 During the senior year students shall maintain a credit load each semester that earns them at least a majority of credits that could be taken that semester including one (1) of the four credits required in Mathematics.
3.1.3.1 Senior year credits shall include regular high school course offerings, the options available in 8.0 or a combination of both.
3.1.3.1.1 Options for the senior year in 3.1.3.1 that the districts and charter schools provide shall be submitted to the Department with a copy to the office of the State Board of Education for review.
4.0 Monitoring Student Progress (Personalizing the High School Experience)
4.1 Beginning with the 2007-2008 school year, every eighth and ninth grade student shall have a Student Success Plan (SSP) developed by the student, the student's advisor, at least one other school staff member and the student's parent(s), guardian(s) or relative caregiver. Each school year thereafter a grade shall be added so that by the 2011-2012 school year, every student in grades 8 through 12 shall have a Student Success Plan. [For a student with an Individualized Education Program (IEP) the Student Success Plan (SSP) shall also incorporate the other aspects of the transition plan required by 14 DE Admin. Code 925.]
4.2 Each local school district and charter school shall establish a process for developing Student Success Plans that includes:
4.2.1 Actively monitoring student progress, on an ongoing basis and, at a minimum, by the end of each marking period in those courses required for graduation,
4.2.2 Providing support services if a student is failing or in danger of failing courses required for graduation, and
4.2.3 Annual updating of the Student Success plans by the student, the student's advisor, at least one other staff member and the student's parent(s) guardian(s) or relative caregiver] and others as appropriate.
4.2.4 Following the guidelines for Career and Technical Education (CTE) programs of study outlined in the CTE State Plan.
4.2.5 Reviewing each student's transcript at the end of the first and second year of high school to determine if the student is on track to graduate based on the following criteria:
4.2.5.1 At the end of the first year of high school the student has earned at least three (3) core course credits and two (2) other course credits for a total of five (5) course credits; and
4.2.5.2 At the end of the second year of high school the student has earned at least six (6) core course credits and four (4) other course credits for a total of ten (10) course credits.
4.2.5.3 For a student with an Individualized Education Program (IEP), on track to graduate shall be consistent with 4.2.5.1 and 4.2.5.2 unless otherwise determined by the student's IEP Team.
5.0 Credit Requirements Beginning with the Graduation Class of 2015 (Freshman Class of 2011-2012)
5.1 Beginning with the graduating class of 2015, a public school student shall be granted a State of Delaware Diploma when such student has successfully completed a minimum of twenty four (24) credits in order to graduate including: four (4) credits in English Language Arts, four (4) credits in Mathematics, three (3) credits in Science, three (3) credits in Social Studies, two (2) credits in a World Language, one (1) credit in physical education, one half (1/2) credit in health education, three (3) credits in a Career Pathway, and three and one half (3 ½) credits in elective courses.
5.2 World Language (RESERVED) Students may fulfill the two (2) credit World language requirement by either:
5.2.1 Earning a minimum of two (2) World Language credits in the same language or,
5.2.2 Demonstrating Novice-high or higher proficiency level on a nationally recognized assessment of language proficiency, except English, in the skill areas of speaking, reading and writing, that uses the levels of proficiency as identified by the American Council for the Teaching of Foreign Language, or as approved for use by the Delaware Department of Education.
6.0 Career Pathway
6.1 Local school districts and charter school boards shall establish policies concerning the purpose, content, development, and approval of Career Pathways.
7.0 Additional Credit Requirements
7.1 District and charter school boards may establish additional credit requirements for graduation above the minimum number of credits required by the Department.
8.0 Options for Awarding Credit Toward High School Graduation
8.1 District and charter school boards are authorized to award credit toward high school graduation for the following activities, on the condition that the activities incorporate any applicable state content standards. Before awarding credit for any of the following activities, the districts and charter school boards shall have adopted a policy approving the activity for credit and establishing any specific conditions for the award of credit for the activity. Such policy shall be applicable to each school within the district or each charter high school.
8.1.1 Courses taken at or through an accredited community college, two or four year college.
8.1.2 Voluntary community service as defined in 14 Del.C. §§8901A and 8902A.
8.1.3 Supervised work experience in the school and the community which meets the educational objectives or special career interest of the individual student.
8.1.4 Independent study.
8.1.5 Correspondence Courses.
8.1.6 Distance learning courses. These courses may be delivered by the teacher to the learner in real time, online or by video.
8.1.7 High school courses taken while in the middle school in conjunction with an articulated agreement between the district middle school and the district high school(s). Such credit shall also transfer to a high school in another district or to a charter school.
8.1.8 Course credit transferred from another high school.
8.1.9 Course credit earned through summer or evening school classes, as a member of the military service or as part of the James H. Groves Adult High School.
8.1.10 Tutoring programs taught by a teacher certified in the subject being taught.
8.1.11 Course credit awarded by agencies or instrumentalities of the state other than public schools which provide educational services to students. A description of the program provided to the student, grades given, and the number of clock hours of instruction or a demonstration of competency must be provided to the school district or charter school prior to receipt of credit.
9.0 High School Diplomas and the Certificate of Performance
9.1 A State sanctioned diploma shall be granted to students who meet the state and local district or charter school requirements for graduation pursuant to 14 Del.C. §152.
9.2 A State sanctioned Certificate of Performance shall be granted to students who meet the requirements of 14 Del.C. §152.
9.3 Diplomas from one school year shall not be issued after December 31 of the next school year.
9.4 Duplicate diplomas or certificates of performance will not be issued, but legitimate requests for validation of the diploma or the certificate of performance will be satisfied through a letter of certification. Requests for diploma information from graduates of Delaware high schools should be directed to the high school the student was attending at the time of graduation. If the school does not have the records then the student should contact the Department in Dover for a notarized letter of certification that contains the name of the applicant, the name of the school, the date of graduation, and the diploma registry number (if available).
9.5 State High School Diploma for World War II Veterans Pursuant to 14 Del.C. §159
9.5.1 "World War II Veteran" means any veteran who performed wartime service between December 7, 1941 and December 31, 1946. If the veteran was in the service on December 31, 1946, continuous service before July 16, 1947 is considered World War II.
9.5.2 The Department shall provide a high school diploma to any World War II veteran who:
9.5.2.1 Left a Delaware high school prior to graduation in order to serve in the armed forces of the United States.
9.5.2.2 Did not receive a high school diploma, or received a G.E.D., as a consequence of such service and,
9.5.2.3 Was discharged from the armed forces under honorable circumstances.
9.5.3 The diploma may also be awarded posthumously if the deceased veteran meets the qualifications in 9.5.2.1 through 9.5.2.3.
9.5.4 Applications for this high school diploma shall be made on forms designated by the Department and the Delaware Commission of Veterans Affairs and shall have a copy of the candidate's honorable discharge papers attached to the application.
14 DE Reg. 222 (10/01/10) (Prop.)


text:
Q: Why does BoundedExecutor have to catch RejectedExecutionException? As to BoundedExecutor in the book Java Concurrency in Practice, task submission has been throttled by semaphore. When would the underlying executor throw a RejectedExecutionException? Maybe when operating system runs out of threads?
public class BoundedExecutor {
  private final Executor exec;
  private final Semaphore semaphore;

  public BoundedExecutor(Executor exec, int bound) {
    this.exec = exec;
    this.semaphore = new Semaphore(bound);
  }

  public void submitTask(final Runnable command) throws InterruptedException, RejectedExecutionException
  {
    semaphore.acquire();

    try {
        exec.execute(new Runnable() {
            @Override public void run() {
                try {
                    command.run();
                } finally {
                    semaphore.release();
                }
            }
        });
    } catch (RejectedExecutionException e) {
        semaphore.release();
        throw e;
    }
  }
}

A: Part of the contract of Executor.execute() is that it can throw a RejectedExecutionException:

if this task cannot be accepted for execution

What that means for any given Executor implementation is up to the discretion of that implementation. I could create an OnlyOnSundaysExecutor that rejects tasks unless the current day of the week is Sunday. You would have to check the documentation for the various Executor implementations to see under what circumstances they would throw a RejectedExecutionException exception.

A: Regardless of the circumstances under which an exception might be thrown, it is important to keep your application in a consistent state, even when exceptions occur.
Here, the semaphore that has been acquired should always get released. For most resources that should get released under all circumstances, you would use a try {} finally { /* release action */ } construct to ensure the release even in the exceptional case, but here, we have the special situation that the release action should be performed only in the exceptional case, as in the successful case, the submitted Runnable will perform the release action (note that within the Runnable, finally is indeed being used).
So the code is supposed to handle the case when a RejectedExecutionException is thrown. We might want to do that for every RuntimeException or Error, but the problem is, RejectedExecutionException is the only exception type where we know for sure that the runnable will never get executed. For all other kinds of exceptions, it is possible that it will still run.
To make the cleanup safe, you would need another atomic toggle:
public void submitTask(final Runnable command) throws InterruptedException {
    AtomicBoolean proceed = new AtomicBoolean(true);
    semaphore.acquire();
    try {
        exec.execute(new Runnable() {
            @Override public void run() {
                if(proceed.compareAndSet(true, false)) try {
                    command.run();
                } finally {
                    semaphore.release();
                }
            }
        });
    } catch(Throwable e) {
        if(proceed.compareAndSet(true, false)) semaphore.release();
        throw e;
    }
}

Now, in every exceptional case, an attempt to release the semaphore will be made, unless the Runnable flagged that it is already running. Or the Runnable will not proceed if it detects that the semaphore has been released due to an exception in the submitting code.
This is, of course, more complicated than the book example and possibly distracting from the original intent of the example. Also, it uses the Java 7 feature of being able to easily catch and re-throw all possible exceptions of the try block. This wasn't available when the book was written.


This is a highly collectable harmonica. The estate only includes a handful of Super Vampers. The Echo Super Vamper is the UK equivalent of the Marine Band. It is identical except for the stamping on the top cover. It is easy to imagine how Sonny may have played this Super Vamper as he and Brownie toured in the 1950s, 60s and 70s popularizing blues music throughout Europe.
This harmonica was played extensively by Sonny and it is in, what I am told by Joe Filsiko, Sonny's favorite key B. It has half-moon shaped tarnishing on the covers which are also slightly crushed. It is a safe bet that Sonny used this harp in quite a few of his performances. All the reeds play nicely. It is a real trophy.
The harmonica will be shipped in an attractive shadow box display case, and will include an 8X10 glossy black and white photo of Sonny - suitable for framing.. An individually signed Certificate of Authenticity and Bill of Sale will also be included.


A journalist use Didi, a cab-hailing app, in Beijing, capital of China, Feb. 18, 2014.
The taxi startup battle in China is heating up.
Didi Dache, a Chinese ride-hailing startup whose name translates to something like "honk honk taxi," announced Tuesday that it has raised more than $700 million in funding to further cement its position in the country's market.
"Didi will continue its commitment in providing mobile-based transportation services to more users, strengthening our market leadership, increasing efforts in research and development and enriching our product offerings," Cheng Wei, Didi's CEO, said in a statement.
The funding was led by investment company Temasek with participation from Tencent, and brings Didi's total funding raised to more than $800 million to date. Kuaidi, Didi's main rival inside the country, is backed by the ecommerce giant Alibaba, which is competes with Tencent in multiple markets.
Didi may also face increasing competition from companies abroad, including the incredibly well-funded Uber.
Uber announced earlier this month that it had raised another $1.2 billion to invest in new markets, particularly in the Asia Pacific region. In one interview earlier this year, Uber CEO Travis Kalanick expressed excitement for figuring out the China market.
"We get to be the little guy," Kalanick said then. "For me that's like homecoming."


text:
title: "gce/WARN/2022_009"
linkTitle: "WARN/2022_009"
weight: 1
type: docs
description: >
  GCE disk quota is not near the limit.
---

**Product**: [Compute Engine](https://cloud.google.com/compute)\
**Rule class**: WARN - Something that is possibly wrong

### Description

The following persistent disk and local SSD quotas apply on a per-region basis:
- Local SSD (GB)
- Persistent disk standard (GB)
- Persistent disk SSD (GB)

Rule will start failing if quota usage will be higher then configured threshold (80%).

### Further information

- [Quotas and resource availability](https://cloud.google.com/compute/quotas#quotas_and_resource_availability)
- [Disk Quota](https://cloud.google.com/compute/quotas#disk_quota)

redpajama_set_name: RedPajamaGithub


Full of fun, practical games and activities accompanied by charming cartoons for children aged 7 to 13 with dyslexia, this book makes learning easy and entertaining. Written by a dyslexic tutor for dyslexic students, the tips are embedded in first-hand experience and will inspire and motivate any reader to aim high.
Dyslexic learner and teacher Alais Winton shows the positives of being dyslexic, and makes learning (and even spelling!) fun, with games and activities to make school learning simple.


Twenty-five years ago, the alien Givers came to Earth. They gave the human race the greatest technology ever seen— four giant towers known as Ladders that rise 36,000 miles into space and culminate in space stations that power the entire planet. Then, for reasons unknown, the Givers disappeared. Due to the unique alien construction of the Laddertop space stations, only a skilled crew of children can perform the maintenance necessary to keep the stations up and running.