The situation was going irritating at that time. I am starting eating my breakfast now.   Are these statements correct? Can I use two -ing words together? Can you explain by giving few more examples?
We  that there's a difference in meaning between try used with the infinitive and  try used with the gerund:     I tried sending her flowers. (Meaning: An experiment: I sent her flowers to see what will happen).   I tried to send her flowers. (Meaning: I tried to go through the procedure necessary to send flowers to her. The procedure might have been difficult.)   (per Michael Swan's PEU, Unit 299.6)   Will the same distinction hold if we use trying:     A man is trying setting up a password on his computer. (Is he experimenting, wanting to see what will happen?)   A man is trying to set up a password on his computer. (Is he trying to go through all the necessary steps, probably difficult, of setting up a password?)
C# Interfaces. Implicit implementation versus Explicit implementation What are the differences in implementing interfaces implicitly and explicitly in C#?  When should you use implicit and when should you use explicit?  Are there any pros and/or cons to one or the other?    Microsoft's official guidelines (from first edition ) states that using explicit implementations are not recommended, since it gives the code unexpected behaviour.  I think this guideline is very valid in a pre-IoC-time, when you don't pass things around as interfaces.  Could anyone touch on that aspect as well? User is suspended network-wide, except not really A user has been active on one of the sites recently, even though they're concurrent suspended network-wide on the rest of the network. How is this possible, and is it possible to evade a network suspension on only one site? prove $\lim_{n\to\infty}{\frac{a^n}{n!}}=0$ I have the proof but i don't understand one part. The proof (for $a&gt;1$) goes as follows:  there exists $k \in N$ such that$a&lt;k, \frac{a}{k}&lt;1$ and since $\frac{a}{k+i}&lt;\frac{a}{k}, i \in N$ $$\frac{a^n}{n!}=\frac{a}{1} \cdot \frac{a}{2} \cdot...\cdot\frac{a}{k}\cdot\frac{a}{k+1}\cdot...\cdot\frac{a}{n}&lt;\frac{a^k}{k!}(\frac{a}{k})^{n-k}=\frac{a^k}{k!}\cdot \frac{a^na^{-k}}{k^nk^{-k}}$$  $$0&lt;\frac{a^n}{n!}&lt;\frac{k^k}{k!}(\frac{a}{k})^n$$  then $$0 \leq \lim_{n\to\infty}{\frac{a^n}{n!}}\le\frac{k^k}{k!}\lim_{n\to\infty}{(\frac{a}{k})^n}$$  Now, the part I don't understand is in the expansion of $\frac{a^n}{n!}$. How does one come with $&lt;\frac{a^k}{k!}(\frac{a}{k})^{n-k}$ part, to be more precise, how does one come up with $(\frac{a}{k})^{n-k}$ part of the inequality? (already output) in Debug logs I am trying to add a list into an another nested list before adding values of a list to nested list it is getting the correct value but after adding i am getting (already output) in debug log when i checked.    public List&lt;String&gt; fieldName {get;set;}  public List&lt;List&lt;String&gt;&gt; fileValuesXML; // To get the field values of xml  for(Dom.XMLNode child : SalesforceObjecet.getChildElements()) {                        objecetName = child.getText();             system.debug('Object Name in XML field  ' + objecetName );              for(Dom.XMLNode subchild : child.getChildElements())              {                 system.debug('Sub child ' + subchild.getText() );                 for(Dom.XMLNode subchildfield : subchild.getChildElements())                 {                     system.debug('Sub child Field ' + subchildfield );                     fName  = subchildfield.getText();                     fieldName.add(fName);                     //fileValuesXML.add(fieldName);                     //system.debug('Filed Name in XML field  ' + fieldName);                 }                  system.debug('Filed Name before affing to filevalueXML  ' + fieldName);                                     fileValuesXML.add(fieldName);                 fieldName.clear();                 system.debug('Filed Name after affing to filevalueXML  ' + fileValuesXML);             }    }    I am getting values in debug log as:     Filed Name before affing to filevalueXML  (AccountSource, field3)   Filed Name after affing to filevalueXML  ((), (already output),   (already output)) In counting degrees of freedom of a linear molecule, why is rotation about the axis not counted? How to reduce the number of authors above >3 to 'First Author et al., (year)'? I am trying to run grep against a list of a few hundred files:  $ head -n 3 &lt;(cat files.txt) admin.php ajax/accept.php ajax/add_note.php   However, even though I am grepping for a string that I know is found in the files, the following does not search the files:  $ grep -i 'foo' &lt;(cat files.txt)  $ grep -i 'foo' admin.php The foo was found   I am familiar with the -f flag which will read the patterns from a file. But how to read the input files?  I had considered the horrible workaround of copying the files to a temporary directory as cp seems to support the &lt;(cat files.txt) format, and from there grepping the files. Shirley there is a better way. Finding places to play Magic the Gathering games A friend of mine recently got MTG for the XBox and is talking us into getting real cards.  I'm all up for starting but I dread the idea of playing the same two people over and over with no change epically since one of them is over competitive and exploits every loophole he can to win.  Does anyone know of any a reliable (not just google it) way to find places where people play MTG? is that function must be constant under the following conditions I'm talking about complex function   $f$ is analytic function on a region $D$ that include the point $z=0$. for every $n\in N$ such $\frac{1}{n}$ is in $D$ , the function follows this condition $|f(\frac{1}{n})| \leq \dfrac{1}{2^n}$   is that function must be constant ? Prove the following inequality:   $$\dfrac{e^x + e^{-x}}2 \le e^{\frac{x^2}{2}}$$   This should be solved using Taylor series.  I tried expanding the left to the 5th degree and the right site to the 3rd degree, but it didn't help.  Any tips? Book where wizards learn magic by bonding with crystals that imbue them with powers I read this book a long time ago, but I'm guessing it was written sometime in either the 80's or early 90's. It was a rather long/large book.  Plot summary: Set in a fantasy land of wizards and magic, some kids (maybe) are recruited to learn magic. In the process they find out that wizards are created by being placed in a crashed spaceship that bonds them with crystals that imbue the powers. One of them is able to bond with many/multiple crystals to become very powerful. What does the size of the standard deviation mean? According to  (my emphasis),     In statistics, the standard deviation ... is a measure that is used to quantify the amount of variation or dispersion of a set of data values. A standard deviation close to 0 indicates that the data points tend to be very close to the mean (also called the expected value) of the set, while a high standard deviation indicates that the data points are spread out over a wider range of values.   The purpose of the standard deviation (SD), then, is to tell us how varied or uniform (SD → 0) the data is.  So, given a certain SD, how varied is the data? What does the size of the standard deviation mean?  Please explain the meaning of the SD by interpreting an SD = 1 (M = 0).  If you cannot interpret the size (quantity) of this SD, what other information would you need to be able to interpret it, and how would you interpret it, given that information? Please provide an example.  If, on the other hand, the quantity of the SD cannot be qualified in this manner, my argument is that it is essentially meaningless. If you disagree, please explain the meaning of the SD.  &nbsp;    The following are earlier versions to give context to the answers. Unfortunately these didn't really convey what I wanted, and my attempt to ask it elsewhere was closed. (I don't need these versions answered now):  First revision:  What does the size of the standard deviation mean?  For example, if I want to study human body size and I find that adult human body size has a standard deviation of 2 cm, I would probably infer that adult human body size is very uniform, while a 2 cm standard deviation in the size of mice would mean that mice differ surprisingly much in body size.  Obviously the meaning of the standard deviation is its relation to the mean, and a standard deviation around a tenth of the mean is unremarkable (e.g. for IQ: SD = 0.15 * M).  But what is considered "small" and what is "large", when it comes to the relation between standard deviation and mean? Are there guidelines similar to the ones that Cohen gives for correlations (a correlation of 0.5 is large, 0.3 is moderate, and 0.1 is small)?    Original question:  We always calculate and report means and standard deviations. But what does the size of the variance actually mean?  For example, assume we are observing which seat people take in an empty room. If we observe that the majority of people sit close to the window with little variance, we can assume this to mean that people generally prefer siting near the window and getting a view or enough light is the main motivating factor in choosing a seat. If on the other hand we observe that while the largest proportion sit close to the window there is a large variance with other seats taken often also (e.g. many sit close to the door, others sit close to the water dispenser or the newspapers), we might assume that while many people prefer to sit close to the window, there seem to be more factors than light or view that influence choice of seating and differing preferences in different people.  At what values can we say that the behavior we have observed is very varied (different people like to sit in different places)? And when can we infer that behavior is mostly uniform (everyone likes to sit at the window) and the little variation our data shows is mostly a result of random effects or confounding variables (dirt on one chair, the sun having moved and more shade in the back, etc.)?  Are there guidelines for assessing the magnitude of variance in data, similar to Cohen's guidelines for interpreting effect size (a correlation of 0.5 is large, 0.3 is moderate, and 0.1 is small)?  For example, if 90% (or only 30%) of observations fall within one standard deviation from the mean, is that uncommon or completely unremarkable? What happens after I grapple as Attack of Opportunity? "Always on Top" Windows with Java In Java, is there a way to have a window that is "Always on top" regardless if the user switches focus to another application?  I've searched the web, and all of the solutions lean to some sort of JNI interface with native bindings.  Truly this can't be the only way to do it?.. or is it? Formal writing: "…for my colleagues and {I/me/myself}."? I'm currently using Cambridge English Advanced 1. It's a book that contains past examination papers, and includes numerous samples of authentic writing. This material helps, candidates and teachers, understand what the examiners are ‘testing’ and how these papers are marked. The assessment covers four categories: content, communicative achievement, organisation and language. Each category is awarded a mark between 1 and 5, so the maximum score is 20, and each mark has a brief note attached by the examiner. Any errors of punctuation, orthography, grammar, appropriacy, and vocabulary are left intact. In fact, there are no corrections because the  ‘examiner’ does not specify where the errors lie. This can be frustrating, even though spelling mistakes are rare at the advanced level, and errors in style, collocation or register are still relatively easy to identify, sometimes I'll read a phrase that forces me to ponder.  Dear Director, [ TEXT ] To conclude, this letter is a polite request to cover the costs of a 2 month language course for my colleagues and me. We would be very pleased if the company would do us this favour. Yours sincerely John Smith  The following marks were awarded Content                    5    blah, blah, … Communicative Achievement  2    blah, blah, …     Organisation               3    blah, blah, … Language                   3    blah, blah, …  I am able to pick out six minor errors in that brief extract, maybe some users will identify more, maybe some will identify fewer, and maybe some will say that the language used is perfectly acceptable. But if I can help a candidate attain that elusive B,  I would be delighted. I am interested in (what could be) the 7th error, emphasised in bold. Because the letter of proposal is formal, I feel the phrase, for my colleagues and me, is jarring. I want to change it to for my colleagues and I, but the antecedent requires an object. You would not say: “This is a request to cover the cost […] for I”. So, why use the subject pronoun I in the expression “my colleagues and…”?  Could I use instead, myself?  Which of the following is preferable in a formal written proposal?    …for my colleagues and me …for my colleagues and I …for my colleagues and myself  EDITED: I found a   of the writing sample (11/11) if anyone is interested.  I've looked at the following question,  Some answers appear to be contradictory, the accepted answer says using  I and me are both grammatical, which in my example is not true. Moreover, there's no mention of myself, as a possible solution, in the question. Using congruences, show $\frac{1}{5}n^5 + \frac{1}{3}n^3 + \frac{7}{15}n$ is integer for every $n$ Creating compressed GeoTIFF with QGIS Clipper tool? I have a geo-tiff created by Pix4D which is about 375 Mb in file size.   I have clipped it to a smaller area using Qgis 2.8(using Raster ‣ Extraction ‣ Clipper), and the output file is about 900 MB in size.  Why did the clipping process generate such a large file, when the source file was smaller?   How do I run the clipper tool so that it produces a smaller size? What does the 'static' keyword do in a class? To be specific, I was trying this code:  package hello;  public class Hello {      Clock clock = new Clock();      public static void main(String args[]) {         clock.sayTime();     } }   But it gave the error      Cannot access non-static field in static method main   So I changed the declaration of clock to this:  static Clock clock = new Clock();   And it worked. What does it mean to put that keyword before the declaration? What exactly will it do and/or restrict in terms of what can be done to that object? Browsing the internet from the command line MySQL convert date string to Unix timestamp