How I can rotate unwrap, exactly, for example some menu or box to enter for example 90 degrees ?. This is possible?.  Sorry for my English I hope you can understand me.  I leave a picture hope it will help me understand.    Blender version : 2.72
I keep running into a problem: How can I rotate an UV island by exactly 90 or 180 degrees? The same applies for scaling it to double in size, etc.
How do I get whole and fractional parts from double in JSP/Java? How do I get whole and fractional parts from double in JSP/Java ? If the value is 3.25 then I want to get fractional =.25, whole = 3  How can we do this in Java? In the radio series, how did Zaphod get into the artificial universe? In the book The Restaurant at the End of the Universe, it's very clearly explained how Zaphod gets into the simulated universe; he's in it from the moment he enters Zarniwop's office, and a big deal is made of him leaving via the window rather than the door so that he stays in it.  In the radio series, however, this doesn't happen. At the end of Fit the Seventh, Zaphod asks "How do we get to this universe, then?" and Roosta replies "I'm afraid it looks like we don't...", pointing out that the building is splitting down the middle, preventing them reaching the office.  Later, in Fit the Twelfth, Zaphod finally meets Zarniwoop in the lounge of the slightly-delayed spaceliner and reacts with astonishment at learning he's been in the artificial universe all this time. "How did we get into it? I mean like where, when?"  Zarniwoop only replies enigmatically: "You didn't notice? Well, I'll let you work it out for yourself."  So, how did he get in? As noted, he never actually entered Zarniwoop's office. My only thought is that it happened during the "body debit" incident with the disco, but there's no particular indication that that should be the case. Is there any other possibility? Why are some genes dominant over others? What is the mechanism behind it? If I have a brown eye gene which encodes the protein that is responsible for the brown color and have a blue eye gene as well, what is the reason that my eye color is brown? How does one gene maintain dominance over the other? How can I install Visual Studio? How can I install Visual Studio?    I'd prefer to use it in Wine or PlayOnLinux if possible. Which characters unlock each scene? Show that  $$t(n) = 1 + \sum_{ j=0}^{n-1} t(j)$$  is the same as  $$t(n) = 2^n$$  Initial condition $t(0) = 1$ How to disable the keyring for SSH and GPG? I'm kind of curious what kinds of criteria other people go through when selecting the correct answer to their questions.  Here's what I consider when selecting the answer to my question:   Is the answer objective?  It's easy to pick out biased answers.  Usually they involve a statement along the lines of "x sucks, you should ALWAYS use y." Do other members seem to support the answer?  Has it gotten a significant number of +1 posts or has it been voted up a number of times? Is the answer the most thorough?  Does it have an example?   With that said, there are a couple of BAD reasons to choose an answer in my opinion:   The answer is what you want to hear.  My biggest pet peeve is when somebody asks what ostensibly appears to be a valid question, but is really just a thinly veiled attempt to get someone to agree with them.  Thus, the question usually ends up showing a certain bias.  And guess which answer gets selected?  The one that confirms that bias. Nobody posted a better answer.  If you don't see a good enough answer, don't select one.   I'm sure there are a few things I'm leaving out, plus some of what I've said may be arguable.  What is everyone else's take on this? How can I search an Excel spreadsheet in SharePoint? Looking to be able to search an Excel spreadsheet from the SharePoint mobile app.  I have a spreadsheet with Postal Codes/Zip Codes with corresponding information. I would like to be able to search as you would in Excel.  When I upload a test spreadsheet, it opens as like a PDF. User has "Read" permissions for the document library the spreadsheet is located in.  Thanks in advance, How do I clean the inside of my viewfinder? My viewfinder (not LCD) has spots of dust on it.  What is the best way to clean the inside?  I have cleaned the outside with a QTip. What do I need to run a D&D 5E campaign? I have GM'd several RPGs before that are not D&amp;D (Fate, Deathwatch, Star Wars). We first tried to play D&amp;D using the 3.5 edition and it went horribly — too many books and too many options with no idea of where to start.  I have been told that 5E takes care of all that and is easier and more fun so I want to try that but I would like a definitive list of what I need.  I expect that the kinds of books we need divide up like this:   Rulebook for me as GM Rulebook for players Fluff for everyone Monster book for me as GM   Links to these would be helpful as we got very confused with the 3.5 books — who should use what books confused us.  What other things do we need to play a campaign? I expect things like:   Dice: what kinds and how many of each kind, roughly. Models and maps. Do we need these? Does 5E need models and a grid or can it be played without (which is preferred)?   Is there anything else that we need that I haven't anticipated? etoolbox and tabularx -- problem with `appto` I'm trying to print worksheets. I have already implemented an automatic numbering for subtasks. I use tabularx for my subtasks (see the MWE below).  Yesterday, I tried to define a new macro called \task that has one optional argument which is the amount of points you can obtain for this particular question. I would like these optional arguments to be gathered with etoolbox's \appto command so that I can print them with my \credits command.  So far, this seems to be ind of struggling as tabularx is working on the tables several times. Every time tabularx calculates the width of X columns the points are appended to \credits which leads to an incorrect list of points.  Is there any way I can solve this problem? I'm currently stucked with this issue.  Plus, I don't know why my \task command does work. Why is the counter subtask not affected by tabularx's several trials?  \documentclass{scrartcl}  \usepackage[utf8]{inputenc} \usepackage[T1]{fontenc}  \usepackage{etoolbox} \usepackage{booktabs} \usepackage{ltablex} \usepackage{xifthen}  \def\credits{} \newcounter{subtask} \setcounter{subtask}{1} \renewcommand{\thesubtask}{\alph{subtask})} \newcommand{\task}[1][]{%     \ifthenelse{\isempty{#1}}{%         \thesubtask%         \stepcounter{subtask}%     }{%         \thesubtask%         \gappto\credits{(#1)}%         \stepcounter{subtask}%     }% }  \begin{document} \begin{tabularx}{\linewidth}[l]{l@{\hspace*{1ex}}X}     \task[1]    &amp;   TEXT1\\     \task       &amp;   TEXT2\\     \task[3]    &amp;   TEXT3 \end{tabularx} \credits \end{document}       The solution given by David Carlisle below causes a table that is too wide. How can this be undone?  \documentclass{scrartcl}  \usepackage[utf8]{inputenc} \usepackage[T1]{fontenc}  \usepackage[a6paper, showframe=true]{geometry}  \usepackage{etoolbox} \usepackage{booktabs} \usepackage{ltablex} \usepackage{xifthen}  \def\credits{} \newcounter{subtask} \setcounter{subtask}{1} \renewcommand{\thesubtask}{\alph{subtask})} \makeatletter \newcommand{\task}[1][]{%     \ifx\hfuzz\@tempdima% %   % tabularx trial do nothing     \else%         \ifthenelse{\isempty{#1}}{%             \thesubtask%             \stepcounter{subtask}%         }{%             \thesubtask%                 \gappto\credits{(#1 BE)\\}%             \stepcounter{subtask}%         }%     \fi } \makeatother   \begin{document}  \begin{tabularx}{\linewidth}[l]{l@{\hspace*{1ex}}X}     \task[1]    &amp;   Some longer text that exceedes the line width.\\     \task[4]    &amp;   TEXT2\\     \task[3]    &amp;   TEXT3 \end{tabularx} \credits  \end{document} How to train students to write high-quality research papers? As someone supervising postgrad students, I wonder what is the best way to train these students to write high-quality research papers?    The best way seems to be through coauthorship but ...  On the one hand I can be hands-off and rather give them feedback as best as I can but let them do most of the work themselves, sort of like a "sink or swim" strategy.  On the other hand I can be hands-on and rewrite the paper (or large parts of it) and hope that they learn from the example I give.  On the one hand I want them to learn to write papers without me some day and I want them to learn as quickly as possible to take load off me.  On the other hand I want us to publish in the best place possible with as little stress as possible.  On the one hand I want them to see the peer review comments from what they themselves have written.  On the other hand I do not want them to be discouraged by the peer review system early on and do not want to submit papers I know we could have written better.  On the one hand I want them to get confidence by being published and presenting work at good venues.  On the other hand I wonder if they need to get there themselves to get that confidence boost.    At the moment I'm very hands on. There's a few factors for this: I don't like submitting papers that are not up to a certain standard, I'm a native English speaker in a non-English speaking country with non-native speaking students, publications are a high priority for me, etc.  But recently a friend/colleague warned me that I should not be so hands-on with the writing of the papers of my students. He pointed to recently graduated researchers in my area that published good work as students but who struggled after leaving their PhD supervisor saying their supervisor did them no favours in the long term ... that by being so hands on, while the students have success getting published and so forth with me, I'm not really doing the most important thing a good supervisor should do: making myself obsolete.    My question is how to train students to write good research papers and in what ways can I balance being hands-on and hands-off?  I'm also interested in methods not directly involving coauthorship. What is the technical term for when people thinks the actions of the few represent the many.  Like when people thinks everyone in a specific group behaves a certain way cause of how a few people in the group behave, including non stereotypical behaviours. I thought it was "generalisation" but I couldn't find any articles using that term. How can an uneducated but rational person differentiate between science and religion? I recently found myself unable to respond to the statement "But the big bang theory is just another creation myth!" during a science vs. religion argument. I found it very difficult to explain the difference between the big bang theory and creation myths without going through a crash course in Newtonian and then Relativistic mechanics.   This had me thinking of the following scenario: Consider a person who for various reasons never got a formal education beyond basic reading and writing. He/She doesn't know any science or math, and was never exposed to any scientific reasoning and experiments. She/He is however an open minded, level headed, and rational person (I've met more than one such person myself).   How would such a person differentiate science from religion? As far as he/she is concerned science has the exact same structure as religion:    A hard to understand scripture: Science treatises and journal papers.  An ordained clergy with a high entry barrier: Doctors, professors, scientists, etc... Seemingly arbitrary injunctions against certain behaviors: "Don't smoke", "Don't pollute",.... Various metaphysical (from his/her perspective) claims about the world around us: The big bang, other galaxies, blackholes, quarks,... Organizations which control and oversee doctrine: The FDA, The NIH, The NFS,...   From his/her perspective, all of these characteristics are no different than the way organized religion presents itself as being the source of truths about the world.   In particular if such a person were to heed the advice of the :         Do not go upon what has been acquired by repeated hearing (anussava),   nor upon tradition (paramparā),   nor upon rumor (itikirā),   nor upon what is in a scripture (piṭaka-sampadāna)   nor upon surmise (takka-hetu),   nor upon an axiom (naya-hetu),   nor upon specious reasoning (ākāra-parivitakka),   nor upon a bias towards a notion that has been pondered over (diṭṭhi-nijjhān-akkh-antiyā),   nor upon another's seeming ability (bhabba-rūpatāya),   nor upon the consideration, The monk is our teacher (samaṇo no garū) Kalamas, when you yourselves know: "These things are good; these   things are not blamable; these things are praised by the wise;   undertaken and observed, these things lead to benefit and happiness,"   enter on and abide in them.'      Following the Buddha's advice (ironically himself a religious figure), such a rational but uneducated person would have just as much reason to doubt the various results of scientists as to doubt the dogmas of organized religion.    How would it be possible for such a person to distinguish scientific facts from religious dogma?  How can we convince such a person of the validity of ideas like those of modern cosmology or evolutionary biology, without first having to teach them enough biology and physics to understand those concepts? How does SQL Server handle logins when the user is a part of multiple groups with various privileges? I'm trying to wrap my head around how SQL Server decides to grant certain rights based on a users login privileges.  If a user is part of a group "READ ONLY" which has access to DB1, but they are also a part of a group "SysAdmin" which has full db owner rights to the same DB1, which rights are they given when they log in?  On a similar note. What if they are part of a group but also have a standalone account with other middle of the road privileges? How to completely remove Notepad++ in Ubuntu 18.04 terminal?  I can't find it in Synaptic package manager, and don't know where is on system, but I can see an icon in Activity. It is probably not completely installed, because I can't open it. What does this box icon represent? Since I started playing, I have seen this icon in the bottom right of my screen. Clicking it does nothing.  What does this icon represent?  I'll add a PC tag, as I'm playing on PC, and it could be related to that. I have a Windows 8 (64-bit, not Pro) machine, and I want to limit the Internet bandwidth available to Windows Update. I read about BITS and GPMC methods, but I don't know how to open the BITS window, and GPMC seems like a Windows Server feature.  How can I control how much bandwidth is available to Windows Update and BITS? Expanding the equation out gives  $(3^{2n}\times3)+(2^n\times2^2) \equiv 0\pmod{7}$   Is this correct? I'm a little hazy on my index laws.  Not sure if this is what I need to do? Am I on the right track?