can I put a double 50 amp pole in a 100 amp box
can I put a double 50 amp pole in a 100 amp box
Analytic continuation of function continuous on boundary Suppose one has a function $f$ in the disc algebra ie: $f$ is continuous on $|z|\leq1$ and holomorphic in $|z|&lt;1$. I wondered, can $f$ always be extended to a holomorphic function on some region containing the boundary (ie: $T$ the unit circle). If not can you give me an example? Thank you, I just recently completed a neutral run where I experimented seeing how the story would go on if I only killed certain characters (it was my second run, my first run was True Pacifist) and I ended up choosing to kill Flowey instead of letting him live. I planned to start a Genocide run after resetting the game, but Flowey was gone when i did. Flowey is basically the base for each story in undertale (pacifist and genocide) so I know I can't progress any further without him being here. I really just want to start anew and, without Flowey, I dont think I can access True Resets anymore. It may be possible if I did a genocide route, but then I'd have to fight Sans, and that would take FOREVER.  Basically, I am wondering if I can erase all my progress somehow. I heard that True Resets don't erase everything entirely, so is there another way? Please respond, Undertale is the only game I have that's any fun and I don't want to have to buy another game. What is the easiest way to encode a PHP string for output to a JavaScript variable?  I have a PHP string which includes quotes and newlines.  I need the contents of this string to be put into a JavaScript variable.  Normally, I would just construct my JavaScript in a PHP file, à la:  &lt;script&gt;   var myvar = "&lt;?php echo $myVarValue;?&gt;"; &lt;/script&gt;   However, this doesn't work when $myVarValue contains quotes or newlines. How to make IntelliJ IDEA recognise code created by macros? What do I do when I walk into a room with a broken item and both children shrug their shoulders and say "Wasn't me"? I'm trying to get my kids to be honest and take responsibility.   I'm seeing a repeated pattern where one or both of my kids will lie to get out of trouble. They're starting to see that they can deny responsiblity.   Our current system of reward involves a marble jar, where the family will go out for a collective treat. When this stuff happens we take marbles out of the jar as a joint penalty.   This seems to be decreasing in effectiveness.   My question is: What do I do when I walk into a room with a broken item and both children shrug their shoulders and say "Wasn't me"?  Clarification: Kids are girl: 5 and boy: 4. Cultural context is Australian middle class with two university educated parents. This morning, I read Wikipedia's informal definition of a limit:     Informally, a function f assigns an output $f(x)$ to every input $x$. The   function has a limit $L$ at an input $p$ if $f(x)$ is "close" to $L$ whenever   $x$ is "close" to $p$. In other words, $f(x)$ becomes closer and closer to $L$   as $x$ moves closer and closer to $p$.   To me that sounds like something that might be better described as a 'target'.  If I take a simple function, say one that only multiplies the input by $2$; and if my limit is $10$ at an input $5$: then I've described something that seems to match the elements contained in Wikipedia's definition. I don't believe that that's right. To me it looks like an elementary-algebra problem ($2p = 10$). To make it more calculusy, I could graph the function's output when I use inputs other than $p$, but that really wouldn't give me anything but an illustration of the fact that one's answer moves farther from the right answer as it becomes more wrong (go figure).   So limits are important; what I've just described is trivial. I do not understand them. I know calculus is often used for solving real-world challenges, and that limits are an important element of calculus, so I assume there must be some simple real-world examples of what it is that limits describe.   What is a simple example of a limit in the real world?  Thank you  -Hal. Solve $y’ = \frac{2-xy^3}{3x^2y^2}$ using Bernoulli form Solve, by bringing the equation to Bernoulli form: $$ y’ = \frac{2-xy^3}{3x^2y^2} $$  Therefore we want to bring it to a form like: $$ y’ + p(x)y = q(x)y^n $$ So working with the equation i get: $$ y’ - \frac{2}{3x^2y^2} = -\frac{xy^3}{3x^2y^2} = -\frac{y}{3x} $$ I don’t see how to get to Bernoulli equation from here... Subspaces of separable normed spaces Let $X$ be a separable normed space. Is it true that every subspace is separable? If it was Hilbert space I would take the dense set and then their projections.  It sounds trivial but I cannot prove or disprove it...  Thank you. When it's OK to omit "where?" Chat is down. Where can I find when it'll be back up? How do I enforce a password complexity policy? I understand that you can (in principle) measure whether "free particles" (no forces) experience accelerations in order to tell whether a frame is inertial. But fundamentally, what determines which frames are inertial (i.e. what principle selects in which frames free particles will not appear to accelerate)? I've been told that the cosmic microwaves determine the ultimate rest frame of the universe, but that doesn't make sense to me, since one can still ask why that frame is an inertial frame.  Also, I understand that there are no real inertial frames in general relativity, but it seems like there certainly exists approximate inertial frames and we can ask why those frames are approximately inertial and not others. For example, in the frame of a person riding a merry go round, free particles appear to greatly accelerate; while in the frame of someone standing next to the merry go round there are no such great accelerations. Why does the guy (or gal) on the merry go round see free particles accelerating while the other guy doesn't.   And if you're gonna tell me that it's "the rest of the stuff in the universe" that determines whether the person on the merry go round sees free particles accelerate, I'll ask how you know that all that stuff is not spinning.  I hope this question sort of makes sense, it's been bothering me for a while and my study of relativity (most of special relativity and just the outline of general relativity) hasn't really clarified it for me much. When we say something in specified operating system, which preposition should I use?  e.g.     I play games {in/on/under} Windows. What is the difference between building from source and using an install package? I was wondering: when installing something, there's an easy way of double clicking an install executable file, and on the other hand, there is a way of building it from source.   The latter one, downloading a source bundle, is really cumbersome.  But what is the fundamental difference between these two methods? Assigning CRS to Lat/Lon in R giving error: "Geographical CRS given to non-conformant data" Using X11 in OSX 10.8.3 : "ld: library not found for -lX11" Column vs Field: have I been using these terms incorrectly? I feel kind of embarrassed here, I've always used the terms "column" and "field" completely interchangeably, which recently caused some confusion in a technical discussion.   I was told, though, that this wasn't correct, that it should be (translating each term into spreadsheet terminology, ignoring data types and all the other stuff that make databases useful):   Database Column: like a spreadsheet column  Database Record: like a spreadsheet row Database Field: like a spreadsheet "cell" (a specific column of a specific row)   Is this right? I could have sworn that column and field are used more interchangeably than that. I certainly have been.  So we don't add fields to a table, we add columns to a table, and fields are only relevant when talking about data within a record?  Other thoughts on column vs field?  Edit: to clarify, the current context is MS SQL Server. My background before SQL server was MS Access, which might influence my use of these terms. Coloring a black and white PDF graphic When to use reinterpret_cast? I am little confused with the applicability of reinterpret_cast vs static_cast. From what I have read the general rules are to use static cast when the types can be interpreted at compile time hence the word static. This is the cast the C++ compiler uses internally for implicit casts also.  reinterpret_casts are applicable in two scenarios:   convert integer types to pointer types and vice versa  convert one pointer type to another. The general idea I get is this is unportable and should be avoided.     Where I am a little confused is one usage which I need, I am calling C++ from C and the C code needs to hold on to the C++ object so basically it holds a void*. What cast should be used to convert between the void * and the Class type?  I have seen usage of both static_cast and reinterpret_cast? Though from what I have been reading it appears static is better as the cast can happen at compile time? Though it says to use reinterpret_cast to convert from one pointer type to another? "Elder brother" or "older brother"? I've read both forms in newspapers and online news: elder brother and older brother. What's the difference between them? When should I use which?