Theoretically the force has no association with any hand gesture right? So technically can a force user lift their foot and squeeze their toes to choke someone?
In almost every canon (that is, visual) source, Force users typically wave a hand to invoke the Force to move or manipulate objects, people and thoughts. I get out-of-universe this is a visual cue that the Force is being used, but in-universe is it strictly necessary?  (The only exception I can think of is when Luke is training on Dagobah and is balancing rocks while standing on one hand with Yoda on his foot. He doesn't appear to be waving his hand to move the rocks.)  Is this addressed anywhere in-universe, even in Legends?
"Its" as a Possessive Pronoun Since its can be both determiner possessive pronoun and nominal possessive pronoun, an example of its as determiner possessive pronoun would be:     We saved this question for last because of its complexity.   Because complexity is a noun, so its must be a determiner possessive pronoun in this sentence. I'm looking for an example where its is used as nominal possessive pronoun in a sentence as above. If development on the Stack Exchange iOS/Android apps has ceased indefinitely, what should we do to their bug reports and feature requests? It's been a while since the Stack&nbsp;Exchange team last had an iOS or Android developer, and the development job on the apps have not had any insights for years.  That, however, doesn't deny the fact that there are still many users to them. As a consequence, people are continuing to submit bug reports and sometimes feature requests about them.  If development on iOS/Android apps has ceased indefinitely, what should we do to their bug reports and feature requests?  Are we going to keep them with the hope that development on apps will resurrect one day, or just ignore them and telling users that development has frozen? How do I handle elastic contacts in a simulation with friction I'm trying to simulate a wheel as it hits the ground.  Problem 1  Suppose a disc is dropped from a height. It has initial velocity of $-x,-y$ caused by throwing and gravity. It has no initial angular velocity. When it hits the ground it should have some rotation resulting from the collision.   How to calculate force that caused torque for that rotation?   Problem 2  The same disc is dropped from height. It doesn't have velocity on the side direction. It already spinning fast. When it hits the ground the spinning should cause some translation.   How to calculate force that caused this linear acceleration? Some rotation must be lost in the collision, how to calculate that?   To simplify assume static $friction = 1$ and $g = -10$. Compound Adjectives and -ed A colleague asked me this question, and I couldn't come up with an answer that satisfied him, so I'm wondering if anyone can help:  Why does a man with a short temper become a short-tempered man? In other words, why do you need the -ed at the end?  Are there any special rules for this? Why do a lot of questions from around 2008 seem to have really high upvotes? I have seen this a lot but i ran into this question today:    And the answer (while good) has 83 upvotes which seemed a little over the top.  I see dozens of answers of this caliber every week that only seem to get a few upvotes.    Was there some sort of SO policy that encouraged people to upvote more during this period?  Am I just imagining that answers from this period received more votes than comparable ones now? Difference between "did save" and "saved" What is the difference between the two following sentences?     1) Where did you save that file?   And      2) Where you saved that file ? Downloading from Play Store gives error 491 When I try to download anything from the Play Store it shows error 491 and can't finish the download. I have a Samsung Galaxy S 7582. How do I fix this? If $a \cdot a = 1$ then $a = 1$ or $a = -1$ Let $F$ be a field.   And let $a \in F$ such that $a \cdot a = 1$.  Claim: $a = 1$ or $ a = -1$  Before, I begin with the proof I cannot understand what $ a = -1$ represents...  Is $a = -1$ representing the inverse of $a$?   I am capable of getting to $a = 1$ with no trouble, but how do you get the $-$ sign to show up in your proof?   Proof: This is my attempt at getting to $a=-1$.  If $a = 0$ then we have $0 \cdot 0 = 0 \neq 1$. Then this implies that $a \neq 0$ which implies that $ \exists b \in F,$ s.t. $a \cdot b = 1$, i.e. $b$ is the multiplicative inverse of $a$.  Knowing this fact prove as follows...:  $a \cdot a = 1 \implies$ $ (a \cdot a) \cdot b = 1 \cdot b \implies$ $a \cdot (a \cdot b) = 1 \cdot b \implies$ $a \cdot 1 = 1 \cdot b \implies$ $ 1 \cdot a =1 \cdot b \implies$ $a = b$.   But since $b$ is the multiplicative inverse of $a$ is this enough to say that $a = -1$? How to trim whitespace from a Bash variable? How to split a string in sql server 2008 using stored procedure and insert the data to table I have a significant three-way interaction (with no significant two-way interactions and no significant main effects).  To begin with I have followed this up with two two-way ANOVAs (one at each level of the third variable). The first part of my question is whether this is an appropriate follow-up.  This showed no significant main effects or interactions at either level of the third variable...is this the end of the analysis?  If so, how would I interpret the three-way interaction? I'm working on a project using logistic regression to predict student retention. The data were collected through three self-report instruments. We are trying to find out which predictors are powerful enough to predict the at-risk students. I came across some articles saying a balanced sample (50% stay, 50% dropouts) is desirable for such study, e.g. Glynn, J.G., Sauer, P.L., &amp; Miller, T.E. (2003). , NASPA Journal, 41 (1), 41-67:     A problem however, is that the distribution of the dependent variable is likely to be highly skewed toward persistence. For example, if 85% of the analysis sample were persistors, a classification model that classified every student as a persistor would have a success rate of 85%, or would classify 85% of student correctly. To resolve this issue, the maintenance of relative balance between the number of dropouts and the number of persistors (about 50% each) in the analysis sample was desirable.   Is this true? Our sample only has about 25%-30% dropout students. Will this affect the results? Best way to soft brute-force your own GPG/PGP passphrase? Why does Ubuntu force users to create a password upon installation? Fréchet differentiability from Gâteaux differentiability Let $X$ be a Banach space and $\Omega \subset X$ be open.  The functional $f$ has a Gâteaux derivative $g \in X'$ at $u \in \Omega$ if, $\forall h\in X,$ $$\lim_{t \rightarrow 0}[f(u+th)-f(u)- \langle g,th \rangle]=0$$   How can I prove the following:  If $f$ has a continuous Gâteaux derivative on $\Omega$, then $f \in C^1(\Omega,\mathbb R)$. How do I expire by type in .htaccess for remote loaded Google fonts? Is it possible to set expire by type for remote fonts or Google analytics? I'm getting this report from GTMetrix and everything I've tried isn't working. Suggestions?  There are 4 static components without a far-future expiration date. http://fonts.googleapis.com/css?family=Open+Sans:300 http://fonts.googleapis.com/css?family=Roboto&amp;subset=latin,latin-ext http://www.google-analytics.com/ga.js http://www.google-analytics.com/analytics.js   All of my other expires are working fine.  But apparently this type of thing isn't right?  ExpiresByType application/x-font-woff "access 1 year" ExpiresByType application/font-woff "access 1 year"   What should I do? Ways to evaluate $\int \sec \theta \, \mathrm d \theta$ The standard approach for showing $\int \sec \theta \, \mathrm d \theta = \ln|\sec \theta + \tan \theta| + C$ is to multiply by $\dfrac{\sec \theta + \tan \theta}{\sec \theta + \tan \theta}$ and then do a substitution with $u = \sec \theta + \tan \theta$. I like the fact that this trick leads to a fast and clean derivation, but I also find it unsatisfying: It's not very intuitive, nor does it seem to have applicability to any integration problem other than $\int \csc \theta \,\mathrm d \theta$.  Does anyone know of another way to evaluate $\int \sec \theta \, \mathrm d \theta$? $|p(z)| \leq M$ for $|z| \leq 1$ Show that $|p(z)| \leq M|z|^n$ for $|z| \geq 1$ Let $p(z)= \sum_{k=0}^n a_k z^k$ ,  $a_n \neq 0$ , be a polynomial of degree $n$ such that $|p(z)| \leq M$ for $|z| \leq 1$.  Show that $|p(z)| \leq M|z|^n$ for $|z| \geq 1$  This was an exam question. Part (a) of this question asked the converse: if $|p(z)| \leq M|z|^n$ and $|z|$ is sufficiently large, then $p(z)$ is a polynomial. This question came straight out of Ahlfors' Complex Analysis, which I solved by showing, using the Cauchy Estimate,  $|p^n (z)|  \leq \frac{n!M|z|^k}{R^n} = 0$ as $R \to \infty$.   I would like to work backwards with this.   May I do this, or similar:   $p(z) = \frac{1}{2\pi i} \int_{c} \frac{f(\zeta)d\zeta}{\zeta-z}$  $\Rightarrow  |p(z)| \leq \frac{2\pi M|z|^n}{1(2\pi)}= M|z|^n$ adding an item to filtered table My project has a table with '+add' button and filtering. The add button opens a dialog to add item, and then to 'save' which closes it too Today I noticed the following flow:  Filter table on subject with value 'dummySubject'  Add new item with subject 'somethingelse'  save and close the new item ==&gt; the new item is shown in the table   So the outcome is that an item that does not qualify the filtering appears in the table. When I asked around I got the following answer  We don't want the new item to 'disappear' on creation just because it does not qualify the filtering. So we display it If you filter again, it will disappear as it should  I can almost understand that logic, but still it sounds wrong. I would rather have like a toaster saying 'new item create' with a 'goto' link. My question is  is the current user experience considered a reasonable one? what is the best practice way to handle such scenario?      &ndash; Wireframes created with The number of books in economics that we need to buy (is/are) three 1) The number of books in economics that we need to buy (is/are) three.   or       2) A number of books in economics that we can buy for the course (is/are) available in the college book store.   Possible answers:  a)is  b)are  My approach:  I am confused here why is and are are used in the 1 and 2 sentence.  What they exactly mean according to subject verb agreement rules.