Is it possible to reset and re-select the skills that I want my followers to have?  I want my Templar to be able to heal more, so I would like to change the skills that I originally selected for him.
I didn't like the skill I chosen for the first follower I found. Is it possible to respec his skill later on?
Why did Littlefinger give Sansa to the Boltons? This question is about the TV show only.  In the books, Sansa is still with Littlefinger and everything that happens between Sansa and Ramsay in the show actually takes place between Ramsay and Jeyne Poole in the books.  However I don't recall why Littlefinger sends Sansa north. Apparently, in the books, it's safer to keep her traveling. So why did he do it in the show? "Year olds" or "year-olds" I am writing about some leadership stuff, and I am trying to say that I am leading the 14-15 year old boys. How do I correctly use year-olds as in, "I was the adviser to the 14-15 year-olds."  Thanks in advance How to prove that $\lim \limits_{n\rightarrow \infty} \frac{F_{n+1}}{F_n}=\frac{\sqrt{5}+1}{2}$ How can we discipline a strong-willed, misbehaving 5 year-old? My 5 year old son receives and fears punishment but repeatedly exhibits the same unacceptable behaviors.  He's always been strong-willed, and is usually the kind to view a statement like "Don't do that" as an open invitation to do it.  We've tried redirection or distraction tactics, but he is still so narrowly focused on doing the original behavior.  Even worse, he will typically do the prohibited behavior and flagrantly tell us or show us that he's done it.  Repeatedly, even after punishment.  (He's in time out right now for this very thing).  He's consistently punished, yet he continues down the same self-destructive path each time.  When he is punished, we explain what he did wrong, why he's being punished, and why he shouldn't do what he was told not to do.  Sometimes he'll even tell us first why he's in trouble, so it makes me wonder if he's acting out for the inevitable negative attention he gets.  I think he gets plenty of love and positive attention- he's an only child and stays with a relative during the day.  We're trying to give him a good, fun childhood, but we need to figure out how to effectively discipline him.    His repeated misbehavior includes:   Yelling at the top of his lungs in public (stores, friends' houses, etc) Running away from us (at parks, stores, parking lots, etc) Talking back and disrespecting authority figures Hurting animals even after we explain why it's wrong Repetitive nuisance behaviors (repeating himself, banging his fists, kicking walls, intentionally crumbling food on floors, etc) Repeatedly asking us why he can't do something even after it's been explained to him Basically, most bad behaviors that young children may do, but repeated over and over again, even after discipline   He gets a warning to stop the behavior, then depending on the severity of what he's done (and where we are), he'll either go to time out or lose a privilege (such as taking away a favorite movie or missing out on an activity).  Going to time outs and losing privileges really upset him, but still do not ultimately deter him from the bad behavior.  It's like he can't help himself.  My spouse and I are getting worn down.  We try to model good behavior and encourage him to be well-mannered and respectful.  This behavior mortifies us.  It seems we can't even enjoy life as a family because our son is so disruptive and unresponsive.  Most public outings have to be cut short or eliminated because he consistently misbehaves and doesn't respond to our discipline.  After he's misbehaved, when we try to have heart-to-heart talks with him about his behavior and why we expect him to mind us, he usually has a little trouble expressing himself, and a lot of times we get the same nonsensical responses from him (Us: Why did you do [bad behavior]?  Him: Because I didn't want to).  He also doesn't like to make eye contact.  We don't usually feel like we've gotten through to him.  Is there another discipline tactic we could try?  Or does it sound like we need to see a professional at this point?  We're at a loss, and don't want things to spiral further out of control as he gets older (and even begins school).  We just want him to understand that his behavior isn't always acceptable.  Thanks for reading.  Update (from comments below): My spouse and I disagree on spanking, as we had different experiences with it. He feels it's necessary sometimes. Since our son failed to improve after time outs and taking away items/privileges, I grew to agree with him and we used it for select bad behaviors. It didn't work any better. However, when he was spanked, he was always told why. I didn't mention that we have used it because I was afraid it would distract from the original question, but since it has already come up [in comments], yes, it has been explored, but with no better results than our other tactics. We put all of our unit tests in their own projects.  We find that we have to make certain classes public instead of internal just for the unit tests.  Is there anyway to avoid having to do this.  What are the memory implication by making classes public instead of sealed? Let $\mathcal{C}$ be a finite binary code such that for any two sequences $\{a_n\},\{b_n\}\in \mathcal{C}$ if $a_j\not=b_j$ for some $j$ then the concatenation binary sequence $a_1a_2\cdots a_n\not=b_1b_2\cdots b_n$, the Kraft-Mcmillan Inequality says that $$\sum_{i}\frac{N_i}{2^{i}}\le 1,$$where $N_i$ is the number of codes in $\mathcal{C}$ with length of $i$.  If we assume the code is prefix free, we will have an elegant probabilistic proof at  (consider the infinite binary sequence generated by i.i.d. binomial random variable with probability $1/2$, define $E_x$ be the event that the sequence has prefix $x\in \mathcal{C}$, then $\sum_i\frac{N_i}{2^i}\le \sum_i P[E_x]=  P[\cup_i E_x]=1$). But for the general case one will not necessarily have the events $E_i$s disjoint, I'm curious if similar argument exists for the general case. (The problem is an excercise in the probabilistic method of alon, I guess some probabilistic argument should exist)  (My attempt is that consider the product topology $T=\prod_i\mathcal C$ whose open sets generated by $E_x$s where $x$ is the concatenation codes of $\mathcal{C}$, we define a natural product measure $\mu$ over $T$ by $\mu(E_x)=2^{-|x|}$. Clearly $\mu(T)\le 1$ (as $T$ is a sub-topology of $\prod_i\{0,1\}$), I want to show $\mu(E_x\cap E_y)=0$ for $x\not=y\in \mathcal{C}$, if not we can find $E_z$ such that $E_z\subset E_x\cap E_y$ by compactness, if we can show $z$ can be write as concatenation code start with both $x,y$ we will done, but I get stuck at here.) My printer does not print light magenta. (Canon MP220 - CL-38) I have a Canon MP 220, with new cartridges. Prints fine everything, but it won't print light magenta. I cleaned it and deep cleaned it many times. I have no idea what could be the problem. Cartridge models: CL-38 and PG-37.  Any ideas ?  LE: Now it won't print magenta at all! How can I install more recent versions of software than what Debian provides? Suppose I want a more recent version of software than is available for my current version of an operating system, what can I do?  Cases to consider:   There are semiofficial/official sources of additional packages available for that version of the OS. E.g. backports.org for Debian or PPAs for Ubuntu. There are no more recent versions of the package available for that version of the OS, but there are more recent versions available for more recent versions of the OS. This is the standard case for backporting. There are no packaged versions of more recent versions of the software available. Options available are to package the more recent version.     Per  this is intended as a place to put canonical answers for the following. Answers should probably be made community wiki. Supposing to have something like this:  #include &lt;map&gt; int main(){     std::map&lt;int,int&gt; m;     m[1] = 2;     m[2] = 4;     return 0; }   I would like to be able to inspect the contents of the map running the program from gdb. If I try using the subscript operator I get:    (gdb) p m[1] Attempt to take address of value not located in memory.   Using the find method does not yield better results:  (gdb) p m.find(1) Cannot evaluate function -- may be inlined   Is there a way to accomplish this? How do the Azkaban escapees get their wands back? Sirius Black and a few Death Eaters escape Azkaban and seem to operate after that with their wands intact.  How come?  If a mere expulsion from Hogwarts entails wand destruction (as happened with Hagrid), shouldn't an Azkaban sentence entail the same?  And even if we imagine that the perceived impossibility of escape from Azkaban made it seem unnecessary to destroy the wand, this would apply to Sirius but not to Death Eaters.  PS: Two comments suggested that the escapees acquired new wands. It would be nice to have a more definitive answer than just a suggestion or a list of possibilities. Thanks.  PPS: Returning the personal property to a released prisoner is one thing, but the wand is a different matter: this is usually the tool of the crime, and I don't see how it can be argued that it should be returned and not destroyed. Again, Hagrid had his wand destroyed and he was not even sentenced to Azkaban.  PPPS: Maybe wand destruction is only done for non-fully-qualified wizards? How do I make Ubuntu not require a password to supend? Count number of occurences for each unique value Why use a prime number in hashCode? Split a string with delimiters but keep the delimiters in the result in C# Defining macros with arguments With newcommand I can define customized command like \ABC. Is there any way to define a command with arguments. For example I want \brat{A}{B} be the same as [\![A,B]\!]. how to remove frost free outdoor faucet drain valve assembly I've tried unscrewing the part outlined in red below. No dice. Do I just need to remove the whole rod (above the red outline) and replace it?) If so, can anyone point me to instructions for them.  I can't see in there. Worried that I'll pull it out and not be able to put it back in.  (The deeper I go in the plumbing the more things I find that there is no modern fitting-part :)  My new assembly  replaces the parts outlined in red. the new assembly has a female thread. I am HOPING that the thicker part of the pipe (just above the black "collar" stopper)  is screwed onto the pipe above.  However, I cannot unscrew it. There is nothing to get a hold of. It's perfectly round. I've tried dw40, and let it sit for 20 minutes. No love.  I'll try wacking it with a board in the direction along which it moves in when it screws (perpendicular to the threads per [this answer][2]) Passing a dictionary to a function as keyword parameters I'd like to call a function in python using a dictionary.  Here is some code:  d = dict(param='test')  def f(param):     print(param)  f(d)   This prints {'param': 'test'} but I'd like it to just print test.  I'd like it to work similarly for more parameters:  d = dict(p1=1, p2=2) def f2(p1, p2):     print(p1, p2) f2(d)   Is this possible? I can't see anything - Teams banner and cookie toaster obscure my whole screen There have been  for a while, but this is ridiculous. It reminds me of , but this time it's network-wide.   The banner must be scrolled past (or dismissed) on every page unless both first-party JavaScript and first-party cookies are enabled. If first-party JavaScript is enabled, and the banner is visible, the rest of the page jumps up and down every so often.  Under certain circumstances (not quite sure what they are, yet – a direct link to an answer, maybe? I'm seeing it ) the entire page jumps up and down a line every few seconds even when the banner is off-screen.   The cookie banner keeps coming back unless both third-party JavaScript  are enabled (and  is solved). The cookie box occludes the “Learn more about Teams” link in the banner (with default Firefox window sizes) and the Job / Teams link in the sidebar.  As it stands,  – a site for hobbyists and researchers, whose audience is not very likely to purchase Teams – is much, much harder to use, for no benefit that I can see. Can you roll back this change, please? On a plane, there are two congruent circles, $O_1, O_2$. One line intersects $O _1$ and A and B and $O_2$ at C and D such that AB=BC=CD=14. Another line intersects $O _1$ and E and F and $O_2$ at G and H such that EF=FG=GH=6. What is the radius of the circle.   The configuration was hard to draw. . You can reflect the lines over the centers, but it is still the same. Cleary, $\widehat{AB}=\widehat{CD}$ and $\widehat{EF}=\widehat{GH}$. I have no idea how to proceed. Is there a contraction for "I was"?    There are contractions for "I am" (I'm), "I will" (I'll), "I have" (I've), "I would" (I'd), and yet the simple past tense seems conspicuously missing. Why is that? Does that reasoning apply to "I did" and "I had" as well?