I did some partitioning of my file disk (E:\) which I didn't like, so I removed the partitions I made and resized the original partition back to the full disk space. I kept a small bit of unallocated space which I couldn't add to the partition, I don't know why. Now I'd like to add that bit of unallocated space to the actual partition using EaseUS Partition Manager (the program I used to remove the earlier partitions about a year back), but it doesn't want to add the remaining 7.8MB to the partition. How do I fix this?  I cannot seem to remove the number 7,8 nor drag the allocated partition (E:) to the beginning of the file. I already tried making the unallocated space bigger by shrinking the partition, but once I added it back to the partition, the 7,8MB remained unallocated.
I've been wondering this for a while, why is there free space at the end of a drive that was formatted to NTFS in windows?  You can only see the unallocated space in Linux. So why is it there? Does it serve a purpose?
Generate a comma-separated list of cell contents, excluding blanks To concatenate a certain four cells, I'd use:  =CONCATENATE(A2,",",C2",",D2,",",F2)   This would make it so that...   A2 = "Matthew" C2 = "Mark" D2 = "Luke" F2 = "John"   would result in Matthew,Mark,Luke,John.  But we run into problems with something like...   A2 = "Jesus" C2 = "" D2 = "Mary" F2 = "Joseph"   which would result in Jesus,,Mary,Joseph.  Here, the extra comma is undesired. Is there a way to gracefully handle this so that all non-blank cells are included in the comma-separated list, while avoiding the addition of unnecessary commas when some cells are blank?  Certainly, this can be done with a fair number of nested IFs, but I really want to avoid that if possible. Can it be done with native Excel functions, or perhaps an array formula? Or would one have to resort to VB Script for something like this? I am trying to prove that all vector spaces can be written as the direct sum of two subspaces.  My attempt: If each vector in vector space V can be uniquely written as the sum of two other vectors in V, the two vectors can be categorized into subspaces and thus V can be written as the direct sum of these subspaces. I am not sure how to show that this is true for all cases though. Edit Sorry for the confusion,to clarify I meantGiven a vector space V with a subspace W, prove that there exists a subspace W' such that the direct sum of W and W' is V.I am not sure about my proof method at all. Thank you. No more disk space: How can I find what is taking up the space? I've run into a problem on one of my servers running 16.04: there is no disk space left.  I have no idea what is taking up the space. Is there a command to list the current directory sizes, so I can traverse and end up in the directory taking up all the space? ls: cannot access .gvfs: Permission denied SQL IN Clause 1000 item limit What do the colors mean in htop? Why do extract recipes call for a late addition of the bulk of the extract? My recipe calls for a pound of DME at the beginning of the boil and 6 pounds at 15 minutes to go.  What's the point of that? How to correctly post a Q&A style question (i.e.self answer) without it failing minimal understanding As I understand it Q&amp;A style questions are  but a self answered question should be judged independently of the answer. Often after I've solved a problem I would like to share the question and answer on stack overflow (and have on a couple of occasions) but how to show &quot;minimal understanding of the problem&quot; is always challenging. For example I have been looking into the following question  How can I plot a straight line in the JMonkey Engine library I'm trying to plot straight lines between vertices that I specify using the JMonkey Engine 3D graphics library. So for example if I was to try to plot between: (2,0,0) (-1,0,1) (0,1,1) (1,1,1) (1,4,0) Then I would get:   This is something I do (and forget how to do) relatively often and the answer is harder to find than you'd imagine ( provides everything needed to figure it out but its spread out over several posts and isn't a complete solution on its own). Therefore I want to provide a Q&amp;A for it but at present this question feels like it would fail the minimal understanding test  Questions must demonstrate a minimal understanding of the problem being solved. Tell us what you've tried to do, why it didn't work, and how it should work  Should I make up some imaginary problem? (Probably the final source code messed up a bit) Or mention in the question that I’m self answering to assuage some of the normal &quot;This is not a do your work for you site&quot; comments. Determine the Galois group of the polynomial $(x^3-2)(x^3-3)(x^2-2)$ over $\mathbb{Q}(\sqrt {-3})$ Determine the Galois group of the polynomial $(x^3-2)(x^3-3)(x^2-2)$ over $\mathbb{Q}(\sqrt {-3})$.   I tried to decompose the splitting field into a tower, but then it is very complicated in each step and since the degree is large, I cannot determine the group by guessing. It seems to me that Kummer theory might work, but there are $2$-degree and $3$-degree factors. I created a thick glass bottle and duplicated the interior faces to make a new object to create the liquid inside.   I went in the edit mode, selected the faces I wanted to copy and duplicated them with ShiftD. Then I pressed P to  separate the duplicated faces.   Now I try to make a duplicate of that liquid to make it flow out of the bottle, and I simply need the duplicate of one face of it. So I go to edit mode and do as I did to make the liquid from the bottle faces... but as soon as I'm back to the object mode and I want to move the duplicated faces, every thing moves with it...   I played around and tried things, and while doing so I realized that if I dupe the liquid object in object mode using ShiftD and press 0 to place it where the original is, they move together if I duplicate it and place it somewhere else so that they are separated.   Also if I pick one of the two separated objects and make it intersect with the other one, release my left mouse button to place it there, and then try to move it again, they both move together, but not at the same speed.  I really don't understand what is going on and I'm sure it's really badly explained, so what I'll do is make a screen capture of my Outliner and record the behavior of the objects and upload those to help you understand. Some time ago, I baked a cake (Sachertorte to be exact). The taste and texture was fine, so my recipe is okay.  My biggest issue was the shape. In the middle it was really a lot higher than on the sides. I would like to redo it in the near future, but preferably with a flat(ter) surface. (Especially since I put icing on top and I don't want it to drip off this time.)  Anyone knows the cause of my problem, or even better a solution? I think I put enough butter on the side of my springform pan, in case this is an option. How can I format to show text inside ""? I've posted a lot to StackOverflow, and I've noticed something kind of irritating with the formatting in writing questions and comments. If I need to put something inside a &lt; and a >, without spaces in the middle (like right there), it will think it's code and not show up, like this   (obviously it won't come up what I wrote there, or else this wouldn't be an issue, but if you open up the question to edit you can see what's written there.)  If I want it to show up, right now I have to add an extra set of brackets inside of the originals with a junk variable, like right &lt;here> (again, open in edit window to see).  This is really annoying when trying to show variables like lists that require those brackets, and I feel like the junk variables could confuse people looking at the edits. Is there a way to get around this formatting? Thanks! Construction of a Borel set with positive but not full measure in each interval I was wondering how one can construct a Borel set that doesn't have full measure on any interval of the real line but does have positive measure everywhere.   To be precise, if $\mu$ denotes Lebesgue measure, how would one construct a Borel set $A \subset \mathbb{R}$ such that $$0 &lt; \mu(A \cap I) &lt; \mu(I)$$ for every interval $I$ in $\mathbb{R}$?   Moreover, would such a set necessarily have to contain infinite measure? I know that its is the possessive and it's is the contraction, and know when to use them.  But why doesn't the possessive have an apostrophe?   "The bear's eating a fish." [contraction] "The bear's coat is brown." [possessive] "It's eating a fish." [contraction] "Its coat is brown." [possessive] "One's eating a fish." [contraction] "One's coat is brown." [possessive]    lists the etymology as "From  +‎ ", and  says that this is actually the original form:     Originally written it's, and still deliberately spelled thus by some writers until early 1800s.   So what happened to the apostrophe?  When did people stop using it, and why did they?  It seems that it's as the possessive is more natural, as most people do this until they're taught that it is wrong (or even after).  Update: Online Etymology Dictionary has been updated to include two potential explanations:     The apostrophe came to be omitted, perhaps because it's already was established as a contraction of it is, or by general habit of omitting apostrophes in personal pronouns (hers, yours, theirs, etc.).   Can anyone back up either of these arguments?  The possessive one's still has the apostrophe, despite these. Run a command without making me wait Understanding dummy (manual or automated) variable creation in GLM If a factor variable (e.g. gender with levels M and F) is used in the glm formula, dummy variable(s) are created, and can be found in the glm model summary along with their associated coefficients (e.g. genderM)  If, instead of relying on R to split up the factor in this way, the factor is encoded in a series of numeric 0/1 variables (e.g. genderM (1 for M, 0 for F), genderF (1 for F, 0 for M) and these variables are then used as numeric variables in the glm formula, would the coefficient result be any different?  Basically the question is: does R use a different coefficient calculation when working with factor variables versus numeric variables?  Follow-up question (possibly answered by the above): besides just the efficiency of letting R create dummy variables, is there any problem with re-coding factors as a series of numeric 0,1 variables and using those in the model instead? Can I load a .NET assembly at runtime and instantiate a type knowing only the name? Is it possible to instantiate an object at runtime if I only have the DLL name and the class name, without adding a reference to the assembly in the project? The class implements a interface, so once I instantiate the class, I will then cast it to the interface.  Assembly name:     library.dll    Type name:      Company.Project.Classname     EDIT: I dont have the absolute path of the DLL, so Assembly.LoadFile won't work. The DLL might be in the application root, system32, or even loaded in the GAC. Can't Remove Cortana from Windows 10 I am writing a WP plugin. I have created a button for the user to click in thw WP dashboard. I need to run a function when a user clicks the button, shown with a red arrow. The code snippet for the button is:&lt;p&gt;&lt;button class="button button-primary"&gt;Update Media Titles and ALT Text&lt;/button&gt;&lt;/p&gt;. I have already created the function in my class like so:  public function kh_update_media_seo() {      //update media files title and alt tags here }   I can handle the code that goes in the function alone, I only need help making the button in the WP dashboard fire off this specific function when clicked.  Pardon me if this sounds dump or straight forward. It's my first time doing this.  My plugin is a one file plugin if that helps. show that $a^2+b^2+c^2+2abc+3\ge (1+a)(1+b)(1+c)$ let $a,b,c&gt;0$. Show that   $$a^2+b^2+c^2+2abc+3\ge (1+a)(1+b)(1+c)$$   By the $$(1+a)(1+b)(1+c)=1+a+b+c+ab+bc+ac+abc$$ it is suffient to show  $$a^2+b^2+c^2+abc+2\ge a+b+c+ab+bc+ac$$ How?