I have recently switched from windows to ubuntu 14.0.1. Since I am a beginner, I have not much idea regarding ubuntu. I want to install some programs that I use in windows. I have the set ups but I am unable to install them in ubuntu. Please help.
Can .exe and .msi files (Windows software) be installed in Ubuntu?
What happens to the human inside the titan when the titan dies? Just to be clear I'm NOT talking about those who where swallowed.       We know that titans used to be humans and then somehow they transformed into titans.   When they kill a titan it completely Vaporizes and nothing is left. So what happens to the human inside them?     Could it be like when Eren was testing his limits and each time he fused more with the titan body? If so, why could Ymir live in titan form for over 60 years and still transform back into human? Pressing Enter in comment box unexpectedly submits form What is $\log(1)$ to the base of $1$? My teacher says it is $1$. I beg to differ, I think it can be all real numbers! i.e., $1^x = 1$, where $x\in \mathbb{R}$.  So I was wondering where I have gone wrong. A post here on DBA.StackExchange () has spawned an interesting question (at least, interesting to me) regarding performance in MySQL.  The context is that we want to insert a record in a table for each row that is updated.  Before the row is updated, we want to store off a previous value and then increment one of the columns (a "version" column).  If we do this inside a trigger, it works out nicely.  For MySQL, the triggers are , so it would be an easy solution.  Select the data currently in the table, insert it into the logging table, and the update the "version" column in the new data.  However, it's possible to move this logic to a stored procedure. If you do that, you're performing the insert, then incrementing the "version" column in the table.  The entire thing would be set based.   So, when it comes to performing this insert, would this be more performant to use the set-based stored procedure approach or a trigger based approach?  This question is for MySQL (since it has row-by-row triggers), although it could apply to other row-by-row trigger DBMSs. Relation between rank and number of distinct eigenvalues of a matrix Let $T : V\to V$ be a linear transformation such that $\dim\operatorname{Range}(T)=k\leq n$, where $n=\dim V$. Show that $T$ can have at most $k+1$ distinct eigenvalues.   I can realize that the rank  will correspond to the number of non-zero eigenvalues (counted up to multiplicity) and the nullity will correspond to the 0 eigenvalue (counted up to multiplicity), but I cannot design an analytical proof of this.  Thanks for any help . I was just thinking about this recently, and I thought of a possible bijection between the natural numbers and the real numbers.  First, take the numbers between zero and one, exclusive.  The following sequence of real numbers is suggested so that we have bijection.    0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, 0.01, 0.02, ... , 0.09, 0.10, 0.11, ... , 0.99, 0.001, 0.002, ... , 0.999, 0.0001, etc.  Obviously, this includes repeats, but this set is countable.  Therefore, the set of all numbers between zero and one is a subset of the above countable set, and is thus countable.  Then we simply extend this to all real numbers and all the whole numbers themselves, and since the real numbers, as demonstrated above, between any two whole numbers is countable, the real numbers are the union of countably many countable sets, and thus the real numbers are countable.    Please help me with this.  I understand the diagonalization argument by Cantor, but I am curious specifically about this proof which I thought of and its strengths and flaws.  Thanks. Create a virtual file that is actually a command For thematic reasons, I am wanting to make a Zatoichi-style character based on using  and Decisive Strike monk alternate feature from the PHB2. The only catch is that Decisive Strike says:     . . . make one attack with an unarmed strike or a special monk weapon . . .   What are all of the official ways to add a weapon to the list of ? I have found only one in the Shou Disciple prestige class (Unapproachable East, p.32), but doing so would mean the earliest the character could use decisive strike with a katana would be level 10. I would like to be doing it no later than level 5 if such an option exists.  Note that, for the purposes of this question, anything that works for "Flurry of Blows" can be interchanged with "Decisive Strike" (e.g. the "Martial Flurry" ability of a Shou Disciple gains ability to use other weapons with "Flurry of Blows," but that is fine). Why are There No "Triernions" (3-dimensional analogue of complex numbers / quaternions)? Since there are  complex numbers (2 dimensions) and quaternions (4 dimensions), it follows intuitively that there ought to be something in between for 3 dimensions ("triernions").   Yet no one uses these. Why is this? Simulating draws from a Uniform Distribution using draws from a Normal Distribution I recently purchased a  in which one of the probability questions was as follows:     Given draws from a normal distribution with known parameters, how can you simulate draws from a uniform distribution?   My original thought process was that, for a discrete random variable, we could break the normal distribution into K unique subsections where each subsection has an equal area under the normal curve. Then we could determine which of K values the variable takes by recognizing which area of the normal curve the variable ends up falling into.   But this would only work for discrete random variables. I did some research into how we might do the same for continuous random variables, but unfortunately I could only find techniques like inverse transform sampling that would use as input a uniform random variable, and could output random variables from some other distribution. I was thinking that perhaps we could do this process in reverse to get uniform random variables?  I also thought about possibly using the Normal random variables as inputs into a linear congruential generator, but I'm not sure if this would work.  Any thoughts on how I might approach this question? How to merge columns in a table? I have this table, but wanted to format the first row. I like to match the two columns of first row, and last two columns of the same first row. Any suggestion on how to do that?  \begin{table}[!h]  \caption{Comparison of percentages.} \begin{tabular}{lclclclclc} \hline \hline  Mode &amp;  Var  &amp;  Cum\\ \hline {}       &amp; EF   &amp; CHF    &amp; EF2   &amp; CHF2\\ 1   &amp;  17.5 &amp; 19.1   &amp; 17.5  &amp; 19.1\\ 2   &amp;  11.8 &amp; 12.7   &amp; 29.3  &amp;  31.9\\ 3   &amp;  6.6  &amp;  5.6         &amp; 35.9    &amp;  37.4\\ \hline \end{tabular} \end{table} How does one change to engineering for graduate school after undergrad in a science field? I've always had an interest in electrical engineering (actually all engineering in general) and I've decided that I'd like to pursue a graduate degree.  I guess I'm wondering if I should really try to do this or just keep it as a fun hobby I spend all my free time doing.  So, the question is,  how does one change fields between undergrad and grad school?  A specific example follows, but please provide answers that address a more general case, so that your answers will be helpful to other people with the same general question.  I already have a BS and MS in chemistry with a minor in applied math.I published three papers during my MS, one first author in the top journal in my specialty and two as coauthor in an average and a so-so journal.  I hope those will count for something.  I finished my BS with around 3.1 and my MS with a 3.9 gpa.  I'm sure that my MS advisor would write me a great letter.  My GRE scores are too old to count so I'd have to retake it or try and get a pass on it since I already have a graduate degree.  Since finishing school I've been working for 4 years as a chemist.  I can get great recommendations from my supervisor who is a PhD chemist.      I've been working for a while to cover some of the things I would have learned in a BSEE to try and make up for my lack of one.  I worked through some texts on analog/digital design, lots and lots of programming, built a balancing robot that got a bit of internet attention, and I'm currently working on an autonomous robotics project that's looking really good so far.  After that I have more project ideas than I have time or money for.    I want to apply for PhD programs (specifically in controls/robotics) but I'm worried that my application will get tossed right away because I don't have a BSEE.  Maybe I should just apply to MS programs? How to print original variable's name in Python after it was returned from a function? I have enum and use the variables like myEnum.SomeNameA, myEnum.SomeNameB, etc.  When I return one of these variables from a function, can I print their names (such as myEnum.SomeNameA) instead of the value they returned? 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 $a = -1$? The locker problem - why squares? There are 1000 lockers in a high school with 1000 students.  The    problem begins with the first student opening all 1000 lockers; next    the second student closes lockers 2,4,6,8,10 and so on to locker 1000;   the third student changes the state (opens lockers closed, closes    lockers open) on lockers 3,6,9,12,15 and so on; the fourth student    changes the state of lockers 4,8,12,16 and so on. This goes on until    every student has had a turn.      How many lockers will be open at the end?   I worked out this problem by doing it for 10 lockers. The pattern was obvious (1,4,9 remained open).It's easy to then say that 31 lockers remain open at the end. I don't quite understand why only square numbers remain open at the end. Is there some deeper reason? Game states & passing data between scenes Planet where humans fight for access to algae It seems to me that my costlier (Tamron 90 f/2.8 macro) lens gives better colors than my cheap Canon 18-55 IS kit lens.  So does lens matter for color quality? What physical processes are involved in that? The following code is generating a stack overflow error for me  int main(int argc, char* argv[]) {     int sieve[2000000];     return 0; }   How do I get around this? I am using Turbo C++ but would like to keep my code in C  EDIT:  Thanks for the advice.  The code above was only for example, I actually declare the array in a function and not in sub main.  Also, I needed the array to be initialized to zeros, so when I googled malloc, I discovered that calloc was perfect for my purposes.  Malloc/calloc also has the advantage over allocating on the stack of allowing me to declare the size using a variable. Your answer is in another castle: when is an answer not an answer? I think we can all agree, this sucks:  If you've been around a little while, you've probably encountered hundreds of answers like this in various forums, some of them even marked as &quot;The Answer&quot; by well-meaning1 forum admins looking to close a thread. We could try to enumerate the commonly-observed problems with it...  Link is probably broken If link isn't broken, it's spam If link isn't spam, it's to some broadly-related resource that the answerer found by pressing &quot;I'm feeling lucky&quot; when googling the question's title.  ...but the real issue here is that we don't know! Even if the link was originally pointing directly to the most awesomeest answer ever for exactly the question being asked, there's nothing in the answer itself to even hint at what direction we're being pointed in. Strip the markup, and this is what you're left with:  i think you should take The tutorial HERE! This will help you a lot  Is there even one tiny speck of information there? No. Even the title of the page being linked to would have provided something to go on, but that was entirely too much work. So let me be clear: this sort of response is not an answer. If you see this, flag it. Moderators, if you see it flagged, delete it. There's really only one valid exception to this rule, and that's when the question is:  Suggest me some tutorials where i can learn quick.  Don't get me wrong, it's still a bad answer - but when the question is kinda asking for bad answers this is to be expected. Close or flag the question and move on - this is much more efficient than hanging around to babysit it by deleting every crap answer that inevitably shows up. If you're still reading, you're probably getting really bored by now. &quot;Gee, Shog - answers that contain ZERO information are terrible, horrible, very-bad things? What shocking revelations will you share next?&quot; Yeah. It's really simple... Except, . See, the problem is that once you step away from black-and-white &quot;answers / doesn't answer&quot; decision-making, things get... Interesting. And all those other answers with links in them See, this is an answer:  And so is this:  Yes, they're both very short, and yes, they contain links. But strip the markup, and you still get at least a little bit of useful information. Does that mean these answers should forever hang around the site? No, not necessarily - if it turns out they're just not that useful, they should probably still be removed - or at very least, down-voted so that they rank below other answers. Just remember: if the text of the post contains an honest attempt at answering the question, then it is an answer - so don't flag it otherwise, and if you do, don't complain if your flag gets declined. Answers &amp; Apples If you're still confused, forget about answers. Think about apples instead:  Answers are just like that, but less tasty in pies.  1 By which I mean to say, &quot;criminally lazy&quot;