I started to play Skyrim, but all the save files are deleted
Can I get back my saved data?
How do I root my Nexus 7? I am wanting to gain root privileges on my Google Nexus 7 tablet, running Android 4.1-4.2.1. How can I do this? Let $K$ be a field and $f(x)\in K[x]$. Prove that $K[x]/(f(x))$ is a field if and only if $f(x)$ is irreducible in $K[x]$. Let $K$ be a field and $f(x)\in K[x]$. Prove that $K[x]/(f(x))$ is a field if and only if $f(x)$ is irreducible in $K[x]$.   How to prove? I really have no idea... Thank you a lot. Syntax error while creating DB2 Trigger What is wrong in the below trigger syntax, I am getting this error An unexpected token "INT" was found following " DECLARE NULL_ROW_ID".  Expected tokens may include:  "END-OF-STATEMENT".. SQLCODE=-104, SQLSTATE=42601, DRIVER=3.68.61  CREATE TABLE A (     A_ID INT NOT NUll,     A_CODE VARCHAR(100) NOT NULL,     PRIMARY KEY(A_ID) );  CREATE TABLE B (     B_ID INT NOT NUll,     B_CODE VARCHAR(100) NOT NULL,     A_ID INT,     PRIMARY KEY (B_ID),     FOREIGN KEY (A_ID) REFERENCES A (A_ID)  );  CREATE OR REPLACE TRIGGER B_TRIGGER AFTER UPDATE OF A_ID ON B REFERENCING NEW AS N OLD AS O FOR EACH ROW     WHEN (N.A_ID IS NULL)     BEGIN ATOMIC         DECLARE NULL_ROW_ID INT;         SET NULL_ROW_ID = (SELECT A_ID FROM A WHERE A_CODE = 'Custom Null String');         IF NULL_ROW_ID IS NULL THEN             SIGNAL SQLSTATE '70000' SET MESSAGE_TEXT = 'Custom Null String row not found.';         END IF;     SET N.A_ID = NULL_ROW_ID;     END @   It's on DB2 Express-C 10.5 My settlement was attacked by some Raiders and my defenses took care of them along with some of my NPC's. It seems like the Raiders didn't make it through to any of the buildings. What happens when they do?  Can you lose your items if you stored them in a house?  Can the NPC's die?  Do the enemies destroy your buildings? QGIS color polygon according to points I have two layers. Layer 1 contains points (x,y) and layer 2 contains one polygon. All points in layer 1 are positioned within the polygon of layer 2. The points in layer 1 contain an attribute with information on the topography/elevation at the specific point. Can I color the polygon in layer 2 based on attributes from the points in layer 1 in order to create an elevation map? What's in a name: hyperparameters So in a normal distribution, we have two parameters: mean $\mu$ and variance $\sigma^2$. In the book Pattern Recognition and Machine Learning, there suddenly appears a hyperparameter $\lambda$ in the  regularization terms of the error function.  What are hyperparameters? Why are they named as such? And how are they intuitively different from parameters in general? There's a fairly standard two or three-semester curriculum for introductory quantum field theory, which covers topics such as:   classical field theory background canonical quantization, path integrals the Dirac field quantum electrodynamics computing $S$-matrix elements in perturbation theory, decay rates, cross sections renormalization at one loop Yang-Mills theory spontaneous symmetry breaking the Standard Model   What is a good, complete and comprehensive book that covers topics such as these? Markdown in chat fails for multi-line messages How do you compute negative numbers to fractional powers? My teachers have gone over rules for dealing with fractional exponents. I was just wondering how someone would compute say: $$(-5)^{2/3}$$ I have tried a couple ways to simplify this and I am not sure if the number stays negative or turns into a positive. I know that if a negative number is raised to an odd power it is negative, but fractional powers are neither odd or even. Is there a general rule for dealing with these types of problems? The Punjab is a rich state.   Is it correct to use the before Punjab? Hypothetical party:  1st level human wizard (PC) 3x guard NPC 1x acolyte NPC    This is the player's first time, and it's a solo campaign. The first mini-adventure involves recovering the cargo of a supply caravan that didn't make it to her magic academy due to bandit hijacking (as a sort of graduate-test). The guards and healer are on contract from the school to assist her. The acolyte is essentially just to hang back and tend to wounds and probably won't engage in combat unless someone goes down or the PC is seriously wounded.  So, with that "party" makeup, how do I determine the XP budget for a "medium" or "hard" encounter since there's no clear CR->level mapping in 5e for those NPCs (who will certainly factor into any combat as meatshields and melee damage)? I was thinking about reverse-engineering them as crumby lvl2 fighters (given the 2 HD worth of HP they have), but they certainly aren't on par with a lvl2 fighter, given the lack of action surge, second wind, etc., so the encounters would end up being too hard compared to PCs or DMPCs.   Could they be lvl1-equivalents, essentially trading any abilities a PC would have for extra HP? How would this work at later levels with higher CR NPCs (veteran, priest, mage, etc.)? I'd rather not have to build a bunch of DMPCs as hirelings, because I want the NPCs to be a bit vanilla compared to the versatility of my player. I'm already introducing 1-2 DMPCs to the game for her to take control over as she gets a feel for the flow of the game (for now, she'll handle them out of combat, and I'll effectively show her how to utilize them until she's ready).     Just to be clear, I'm comfortable with the monster-generation rules for crafting NPCs as enemies to determine their CR, but I'm confused on how to use them in the adventuring party when budgeting encounter difficulty XP. Show that $f_n(z)=z^n$ converges locally uniformly on $|z|&lt;1$ but not uniformly.   I am really confused. I saw a seemingly reliable reference stating that $z^n$ does not converge uniformly to $0$ on $\{|z|&lt;1\}$ but it does converge uniformly on $\{|z|\le r,r&lt;1\}$. What is the nuance between the two former sets? With $r_n&lt;1,r_n\to 1$, shouldn't one conclude that $f_n(z)$ uniformly converges on $\{|z|&lt;1\}$? And besides, this source tells me what I have to prove for Homework is disproved, which really makes it more frustrating.  I would appreciate any help. Two-finger swipe 'breaks' heads-up notifications on Lollipop? I have a Nexus 7 (2013) and a Moto X (2014) running Lollipop. On both of these, if I get a heads-up notification (i.e., those that show up on top of the screen when the device is unlocked) and swipe down on it with 2 fingers, it 'breaks' further heads-up notifications:   I can't tap on them to open the responsible app For, e.g., an incoming phone call with 'answer' and 'dismiss' buttons, tapping the buttons does nothing. I can't answer phone calls anymore!   I can still swipe to the side to dismiss the notifications, and they still disappear on their own after a few seconds. I haven't been able to find a way to get the correct behavior back aside from a restart.  Yeah, the obvious workaround is to not two-finger swipe on them, but it's second nature as that same gesture expands notifications in other contexts.  I'm guessing the problem is generic, but I've triggered it on Hangouts and Phone notifications.  Do others experience the same thing? Any known 'fixes' aside from restarting? Does Wasserstein distance require the source and target distributions to have the same mass? If we minimize the Wasserstein loss, $$W_1 (P_S, P_T) = \underset{\gamma \in \Pi}{\text{min }} \sum_{x,y} |x-y|\gamma(x,y)$$ which means we are looking for the coupling $\gamma(x,y)$ that minimizes the cost of moving mass from the source distribution $P_S$ to the target distribution $P_T$,  Do the masses of the source and target distributions have to be identical? If so or not, how are the masses of $P_T$ and $P_S$ accounted for mathematically in, or when minimizing, the shown formula, or what might be missing/overlooked by the Wasserstein approach overall due to the mass differences? What does the '=>' syntax in C# mean? Best way to track onchange as-you-type in input type="text"? Do graduate schools care more about my grades in math courses or my general GPA? I'm currently a junior in mathematics at UIUC. I have been doing pretty well in my math courses (mostly A and A+). I will be completing a graduate course in topology, a second course in abstract algebra, and a complex analysis course before I graduate.  I feel that I can work hard to maintain good grades in my math courses, but my non-math courses are not that good (some B and C's).    Do graduate schools care more about my math courses grades more or my general GPA more?  Will poorer marks in non-math courses hurt my chances of getting into good grad schools? My wife wants a 4th baby, but I don't.  We have been talking about it for the last few days (talking strongly).   I have raised points such as:   We will get less time to spend with our current kids. The age gap between the first and the last will be too wide. It will cost more money. She will be out of work longer. We will need a bigger house. And we don't even have our own house yet (we are still renting). We will have to start again. Sleepless nights, nappies, feeding, new cot, car seat, etc etc.   She says:   She feels like she is missing something. She has always wanted a large family. Things will be the same regardless of having 3, or 4 kids. She agrees that money will be tighter, but wants to push through it.   Our current kids are 9 months, 2 years, and 4 years. We are young married couple (25), and I have a fairly decent job.  What would be the pros and cons of having another child?   How can we rationally talk to the other about having/or not having another child?  And what should we do if we cannot agree? Number of surjections from $\{1,...,m\}$ to $\{1,...,n\}$ Why are the endpoint lines of intervals (`|-|`) not shown completely? I use \draw[|-|] () to (); to draw a few intervals.  I expect that each interval is rendered like |----| (see the 2nd and the 3rd intervals in the figure below).  However, the top and the bottom intervals below show only a half of their endpoint lines (i.e., |).  Why are these endpoint lines (|) not shown completely? How to show them?        \documentclass{standalone} \usepackage{tikz}  \begin{document} \begin{tikzpicture}   \draw[|-|, red] (0,0) to (1,0);   \draw[|-|, red, dashed] (0,1) to (1,1);   \draw[|-|, blue, dashed] (0,2) to (1,2);   \draw[|-|, blue] (0,3) to (1,3); \end{tikzpicture} \end{document}