Pokemon Go: Power up a low CP Venusaur or wait to evolve a high CP Bulbasaur? I woke up very early in the morning today to try and be more productive, and when I checked my phone there was a Venusaur nearby! I didn't hesitate to go outside and find him. I was a little disappointed when I did. He had 32 CP (sigh).   I have 4 more Bulbasaurs, my strongest with a 299 CP. Is powering up my Venusaur or waiting to find more Bulbasaurs to evolve the strongest one the ideal choice?   (I'm having a hard time finding Bulbasaurs) :/ By the way, I'm level 13
Does it make a difference to CP if you feed candies before or after evolving? When activating the evolution for a caught Pokemon, it seems to amplify the Combat Power (CP). Thus it seems most beneficial to evolve your Pokemon with the highest CP, if you have multiple of the same kind.   But what I am not sure about is whether it makes an efficiency difference if you spend candies and dust to boost CP before evolving, to gain more from the amplification? Or is it more efficient to just evolve without spending, and then using the leftover candies afterwards, since they now give a bigger CP boost per candy?   I only tested with a Rattata so far, which gained +8 CP per candy before evolving, and +15 CP afterwards. I collected no numbers on the amplification efficiency though, and now ran out of materials for further testing.  Or maybe it is a balanced calculation and makes no difference at all? I would love to have some insight on that.    Some data I collected thus far: (GPC = CP gain per candy)  79 CP Weedle (GPC 6) evolved to: 84 CP Kakuna (GPC 6), evolved at 90 CP to: 297 CP Beedrill    Note: The max-CP "half circle" in the profile stayed filled roughly at the same relative position throughout the evolutions.
The equivalence of open-set definition of continuous mappings to the $\epsilon-\delta$ definition A function $f: M\rightarrow N$ is defined to be continuous iff $\forall$ open set $U\subseteq N$, the preimage of $U$ is also open.  I was trying to prove that such a definition would be equivalent to the $\epsilon -\delta$ definition in a metric space, and I could only do so if I assume $f$ is surjective, or otherwise a counterexample would be $g: \mathbb{R}\rightarrow\mathbb{R}$ where $g(x)=x^2$. As if I take $U=(-1,1)$, then its preimage is $[0,1)$, which is neither open or closed. In fact, any $U$ containing elements that cannot be achieved by $g$ would face the same problem.  So I was wondering that have I remembered the definition of preimage wrong, or do I need to make sure that $U$ must be chosen from the image set of $f$? What does the term "Extended Partition" mean? Is it safe to use this type of partition? In the image below, what does Extended 103 GB mean? Only Fixed and Random Options are Working in Illustrator CC 2015 Callipraphy Brushes App updated but still the same. Only fixed and random options are working in Calligraphy Brushes. I have searched but can't find a solution. How to find normal and lognormal moments, given partial information? $Y=\ln(X)$. $X$ is lognormal and $Y$ is normal. If all I know is the arithmetic mean of $Y$ and the standard deviation of $X$. What is the formula to calculate the arithmetic mean of $X$ and the standard deviation of $Y$? Monitor hard drive changes to files Several months ago I saw someone using an application that showed him files on the computer being modified in real time.  Basically there was an application that wasn't working correctly, so he installed the program, ran the application, and saw all the various files that the application either read from or wrote to.  He found out the application was writing a large debugging file it shouldn't be, which ended up being the problem.  I don't remember the application or the name of the person who used it, but I believe it's a freeware application.  Does anyone know what this program might be? Prove that $\sqrt{n} \le \sum_{k=1}^n \frac{1}{\sqrt{k}} \le 2 \sqrt{n} - 1$ is true for $n \in \mathbb{N}^{\ge 1}$ I'm trying to solve  proposed by the department of mathematics of Oxford University. I don't know how to give a valid proof for the third one which says the following:     Prove that for $n \in \mathbb{N}^{\ge 1}$: $$ \sqrt{n} \le  \sum_{k=1}^n \frac{1}{\sqrt{k}} \le 2 \sqrt{n} - 1 $$   My first approach has been to convert the summation into a function in terms of $n$ so that I could find the maximum and minimum values in the interval. However, there doesn't seem to be an easy way to express the summation as a function. Thanks in advance! Several times now I have inadvertently lost the .tex file that generated a PDF file with pdflatex. Given what I know of the internal structure of PDF files, it should be possible to embed a text file containing the original LaTeX file into the PDF file so that it can be extracted later.   I am aware of no technology for doing this, but perhaps you are. Does anybody have something like this? Add an image directly from the clipboard I've tried to find other questions covering this, but (surprisingly) I did not find any.  When I want to add a screenshot to a post, as far I know the only way to do it is to save it as a file and then upload the file, using Stack Overflow's image hosting. OK, much better than finding a hosting site yourself, but sometimes I wish I could just paste the image from the clipboard.  It's not as straightforward as it may seem, I know. , and it needs a Java applet to get it done. Is it possible to write some C or C++ code and compile to binaries, then use those binaries with php? Is it also possible to write a php library using C and C++ ?  If so, please tell how can I do so? TypeError: 'str' does not support the buffer interface How do I help my third-grader focus on homework? My child just entered third grade, and the homework load is much higher this year, with a lot of writing and math drills. It is all work that she can do easily, but it's causing the whole family a lot of pain, because she's have a really hard time just sitting down and doing it — asking many questions about things she clearly actually knows, and getting distracted by the smallest thing going on around her. (Setting up a special quiet area isn't helping, because the distractions could be her pencil or a sudden burst of word association based on something in the lesson.)  So, a page of writing and a couple of pages of math which could be done in fifteen minutes total is taking an hour and a half. She can easily explain the reasoning behind the math problems, but when it comes to writing down what she just said, it's like pulling teeth. She'll slowly write a word, sounding it out in slow motion as she writes each word. And she'll say that she doesn't understand a question, but when she actually gets her mind pointed at it, she can write a great answer. And she's clearly picking up the concepts in class; I have no doubt that she actually understands, which is part of our frustration.  My wife feels like she's just wanting attention, but I think it's more about our daughter's own ability to focus. We both feel that sitting down and working painfully through each question isn't really helping her. That works, but my wife feels like it's just rewarding the behavior, and I feel like it's not really helping her learn any better focus on her own, which, you know, she'll need in actual life. And, we're happy to spend child with our kid, this pretty much the opposite of quality time.  Neither rewards or consequences seem to have any effect, and nor do charts. All of those things basically just seem to add another layer of complication, distraction, and misery. What else can we do? Many apps are missing from Ubuntu Software app I tried to enable additional repositories according to the instructions from , however my Ubuntu Software app is still missing a lot of popular apps. Is there anything I'm missing?  Ubuntu 16.10 Ubuntu Software app 3.20.1 What does the complex electric field show? Why didn't the IF want Peter Wiggin? Why didn't the IF want Peter Wiggin?  Ender's Game implies that they didn't want him for being too violent/aggressive (I believe the quote from Graff was something like "doesn't know half the time if he wants to be a human or a jackal").  But this seems to be contradicted by two facts:   They already have specimens like that in school. Bonzo Madrid, for one, is the same except dumber.  Or Bernard, of who Alai said "I'm not Bernard, I never tortured cats for fun.". If you recall, the main signal that Peter was dangerous was his torturing small animals. Less importantly, Peter turned out way non-jackaly. We can write that off on faulty analysis during early years.   I'd prefer answers based on book sources or Card's statements if any are available. Please don't quote Graf's original statement from beginning of Ender's game as an answer - that's what I'm questioning.   IMPORTANT: Any answers that cite Peter as being a possible impediment to Ender should take into account the fact that Peter was rejected before Ender was even authorized to be born.    P.S. Just to clarify - I didn't ask why IF didn't think Peter Wigging was as genius of a commander as Ender. I am asking why he wasn't taken to the School like all the other talented bullies were. They took plenty of other kids who weren't Ender, so why wasn't Peter among them? Noticing that Newtonian gravity and electrostatics are equivalent, is there also a relationship between the general relativity and electrodynamics? Orbit followed by a particle around Schwarzschild Black Hole Issues with win key and right alt key after Windows Update (Polish diacritical signs not working) Defining my own None-like Python constant What is the pressure at the center of the Earth? (Or a neutron star) The  has microgravity and is thought to be solid and almost 6000 degrees hot. What is the pressure like there? The confusing thing, for the common man I suppose, is that there's no gravity there, but lots of matter around it which does gravitate towards the center. How does that add up? Is the center just a gas cloud or is it highly compressed?  And I could add the aside question about what it is like in the microgravity center of a  or a black hole, but I don't expect anyone to know about that. If dark matter only interacts with gravity, why doesn't it all clump together in a single point? I'm a complete layperson. As I understand, dark matter theoretically only interacts with the gravitational force, and doesn't interact with the other three fundamental forces: weak nuclear force, strong nuclear force, and electromagnetism.  Those are my understandings going in. If I'm wrong, please correct me. I've done some googling, and I haven't found anything confirming or denying that dark matter is affected by either of the fundamental nuclear forces.  So since dark matter only interacts with gravity, what causes any dark matter particle to be repelled from another? If they can pass freely through each other, and they are gravitationaly attracted to each other, why don't such particles clump together in a single 'point' in space?   It seems to me that particles occupying a single 'space' are philosophically not distinct particles, but I don't know how actual physics would play into this.  Edit , author's credentials unknown, but implicitly claims to be a physicist or astronomer, says "...[P]hysicists generally take all dark matter to be composed of a single type of particle that essentially interacts only through gravity."  Edit 2 The author is this , "Professor of Science on the physics faculty of Harvard University."