What are the hexagonal jump point walls? In Guardians of the Galaxy, Vol 2,        Space travel is accelerated by passing through jump points.  The jump points are illustrated as hexagon-shaped opening in walls that are comprised of hexagon-shaped pieces.     What is the back story of the walls?
How does long-distance space travel work in the MCU? In Guardians of the Galaxy vol. 2, we see long-distance space travel. It involves piloting your ship into some sort of "jump point" that opens up in space, taking the shape of a honeycomb-like structure with a single hex missing.  The way it's describe, these points are fixed in space: early in the movie, the Guardians have to out-run an enemy fleet to reach the one they need; later on, we see them fly through a very long series of them in sequence. It's also made clear that doing too many of these "jumps" in a row has consequences for the passengers.  The process seems to be similar to, say, the Mass Effect relay setup, mixed with a bit of Star Wars hyperspace travel.  Is this the first time we have seen long-distance space travel in the MCU? Is there anything from the source material that explains how this works from a logistical standpoint? If there's any information on the "science" behind it, that would also be helpful.
Change style of labels of Tikz nodes of a given style Is there a method to split thousands of polylines by employing a tool like the "Editor" - "Split" method and using distance, in ArcGIS?      When I utilize the "split" - "distance" tool (fig1), it only splits one section leaving the remainder unsplit (fig2).    I have attempted the "COGO" tool - using "Proportion", and can utilize the "duplicate" button to assign the remainder of segments which seems like a viable option.  But I would like to find some way to automate this process.  Has anyone found a method to do this?  Or is Python (coding) the only way?  I am trying to split over 2000 lines into equal distance segments (fig 3) of ~600m. Each segment will have its angle measured, and will ultimately result in a rose diagram representing angular statistics.  The distance of each segment is important in my splitting regime (a long line will have a greater representation of a particular angle on my rose diagram than the neighboring shorter line segments).  I currently am using ArcGIS 10.2 with an advanced user license. A general question asked from time to time on stack exchange is question of trigger bulkification.  Therefore I have 2 questions:   Which best practices are you using? What is the best way to handle updates of more than 200 records? (In case of more than 200 records the trigger is executed more than once.) Problem:Let $k$ be an odd positive integer. Prove that $(1+2+3...+n)|(1^k+2^k+3^k+...+n^k)$ for all positive integers $n$.  My Attempt: Proof (By Induction on $k$): Let $P(k)$ be the proposition that $(1+2+3...+n)|(1^k+2^k+3^k+...+n^k)$ for all positive integers $n$ when $k$ is odd. Then $P(1)$ and $P(3)$ are trivially true. So for $k\geq 5$, we assume that $P(k)$ holds. We would like to show that $P(k+2)$ also holds. In order to do that consider the following sums  $$1^{2}(1^k+2^k+3^k+...+n^k)=1^{k+2}+2^k+3^k+...+n^k$$ $$2^{2}(1^k+2^k+3^k+...+n^k)=2^2*1^k+2^{k+2}+2^2*3^k+...+2^2*n^k$$ $$..$$ $$n^2(1^k+2^k+3^k+...+n^k)=n^2*1^k+n^2*2^k+n^2*3^k+...+n^{k+2}$$ Note that $$1^2(1^k+2^k+3^k+...+n^k)+2^2(1^k+2^k+3^k+...+n^k)+...+n^2(1^k+2^k+3^k+...+n^k)\equiv 0\pmod {\frac{n(n+1)}{2}}$$  Therefore, if we denote $\sum_{i=1}^{n}i^2=s$, then    $(t)(1^k+2^k+3^k+...+n^k)-t+\sum_{i=1}^{n}i^{k+2}\equiv 0\pmod {\frac{n(n+1)}{2}}$ which implies that $P(k+2)$ holds. Hence by PMI we are done.  Now I am a bit hesitant in convincing myself whether this proof is correct or not. This is because I have never seen induction performed in this manner. Any reasons as to why this argument falls would be much appreciated. How can I determine if a C++ object has been deallocated? Why cannot fermions have non-zero vacuum expectation value? Android cancel Toast when exiting the app and when toast is being shown Get path to application? How can a user determine the path to an application being showed in launcher?  This is meant for non-programmers or experts, so terminal commands are not really suited for them. Why: we need to make our users able to drag files/folders on our applications, a standard OS feature entirely missing in Ubuntu. My question is about $CFT_1$. Page 18 of  says that $$L={\frac{\overset{.}{Q}^2}{2} - \frac{g}{2Q^2}}\tag{1.11}$$ is the most general Lagrangian that preserves time translation and scale invariance in $CFT_1$. How does one prove that? Access to our computer (not only to the internet) needs to be restricted for the accounts of my kids (7, 8) until they are old enough to manage this by themselves. Until then we need to be able to define the following:   the hours of the day when computing is o.k. (e.g. 5 - 9 pm) the days of the week when computing is not o.k. (e.g. mondays to fridays) the amount of time allowed per day (e.g. 2 hours)   In 11.10 all of the following that used to do the job don't work any more:   : for > 11.10 no more available through the ppa. : command line alternative, but from 11.10 removed from the repositories. : Looks great but repeatedly crashes to force restarting X-server. So we can't use or recommed this program at the moment.   Are there any other alternatives? Proving that a doubly-periodic entire function $f$ is constant. Let $f: \Bbb C \to \Bbb C$ be an entire (analytic on the whole plane) function such that exists $\omega_1,\omega_2 \in \mathbb{S}^1$, linearly independent over $\Bbb R$ such that: $$f(z+\omega_1)=f(z)=f(z+\omega_2), \quad \forall\,z\in \Bbb C.$$Prove that $f$ is constant.   The intuition seems clear to me, we have the three vertices of a triangle given by $0$, $\omega_1$ and $\omega_2$. All points in the plane are one of the vertices of that triangle under a suitable parallel translation. The constant value will be $f(0)$, fine. Throwing values for $z$ there, I have found that $$f(n\omega_1) = f(\omega_1) = f(0)=f(\omega_2) = f(n\omega_2), \quad \forall\, n \in \Bbb Z.$$  I don't know how to improve the above for, say, rationals (at least). Some another ideas would be:   Checking that $f' \equiv 0$. I don't have a clue of how to do that. Write $w = a\omega_1+b\omega_2$, with $a,b \in \Bbb R$, do stuff and conclude that $f(w) = f(0)$. This approach doesn't seem good, because I only have a weak result with integers above. Finding that $f$ coincides with $f(0)$ on a set with an accumulation point. This seems also bad: the set on with $f$ coincides with $f(0)$ by which I found above is discrete.    Nothing works and this is getting annoying... And I don't see how analyticity comes in there. I'll be very thankful if someone can give me an idea.  (On a side note.. I know that this title is not informative at all. Feel free to edit if you come up with something better.) How to get a cross-origin resource sharing (CORS) post request working Update Eclipse with Android development tools v. 23 What is / how can I get a student-safe power supply for electronics projects?  I'm looking for a student-safe power supply for solder less breadboard.  I'm developing a course to teach electrical engineering to grade school students as an after-school program.  I'm wrapping up the first course and I've learned a lot, including that I need to find a safer power supply.  We're mostly using 9V batteries and connecting them to the breadboard via alligator clips.  After lots of searching, I'm realizing that I need to turn towards the expert community for guidance.  I hope that with the rise of the Makers  this question will become increasingingly relevant with time as more kids get into electronics.  Inextricably linked to this question is what is the minimum power source to use.  I've liked using 9V batteries since we can connect to them using alligator clips; but I worry that they are just a little too powerful.  I can imagine them somehow starting a fire with them.  My #1 priority is to keep the students safe.  Kids just have no concept that they can cause damage to themselves and property.  When I ask "where is that smoke coming from?" I'll get a gleeful response from the student that is seeing how many batteries he could hook together and short out.   I really need to limit the damage they can do.  I mainly don't want anyone electrocuted or anything to catch fire.  Kids will routinely attach LEDs backwards, leave them like that and then act surprised when they explode.   After safety, I want to protect the equipment.  Kids will hook up a LED backwards all the time.  After protection, I want to give the kids feedback as to what is going on.  A light that indicates power is on would be awesome.  A light or siren or circuit break that indicated a short would be awesome too.  Battery powered supplies are slightly preferred, just to keep upfront costs low and to avoid having to run outlets to each table.  Boundaries:   We are only using simple LEDs, BJT transistors, resistors and maybe a timer IC.    Similiar Questions:       References:  Course details are here:   We currently sometimes use  from the Squishy Circuits Store and/or a 9V battery with alligator clips.  Epilogue  I found it tougher than expected to find a suitable wall wart, so I'm listing what I finally found for future reference.  I'm about to test the following combination:         Epilogue 2  A year-plus in, I've decided to drop the in-line power switch since it wasn't obvious when it was 'on' vs. 'off'.  I'm instead relying upon the students to unplug the rat-tail from the supply, which is quick and easy.  Also, since I'm primarily using this for a squishy-dough project, I'm experimenting with with using two button batteries instead of a wall power. Input password into SSH without typing I'm not sure how password hashing works (will be implementing it later), but need to create database schema now.  I'm thinking of limiting passwords to 4-20 characters, but as I understand after encrypting hash string will be of different length.  So, how to store these passwords in the database? Why are bias nodes used in neural networks?  How many you should use?  In which layers you should use them: all hidden layers and the output layer? Prove that free modules are projective Is it feasible to compile Python to machine code? Methods to see if a polynomial is irreducible Given a polynomial over a field, what are the methods to see it is irreducible? Only two comes to my mind now. First is Eisenstein criterion. Another is that if a polynomial is irreducible mod p then it is irreducible. Are there any others?