text:
Exclusive Content for returning GTA V players on PS4, Xbox One and PC!
By Brotha / October 28, 2014 / Grand Theft Auto V, News
Rockstar just announced across their social networks that players that have been playing GTA V on Playstation 3 and and Xbox 360 will be rewarded indeed, and in true Rockstar style, you'll get rewarded plenty of great ingame content! Below you have descriptions of all the great goods you'll receive as a thank you, taken… [read more]
GTA V: Yes, you really, really should buy it for Next Gen.
With less than one month to go until the release of the Playstation 4 and Xbox One versions of GTA V, (and later in January for PC) We've asked ourselves on the potential buyers behalf; Is it worth getting the enhanced, new version of the game? Or are the differences too small for me… [read more]
#GTAV Official Trailer is here!
By Brotha / August 29, 2013 / Grand Theft Auto V, News
As promised, Rockstar released the official trailer for #GTAV, giving us new insights into the storyline of the game, enjoy!
"Official GTA V Trailer" coming this thursday!
Rockstar have just revealed via their newswire that we'll get a brand new trailer this thursday. They've chosen not to name it after a phrase said in the trailer, nor a number (as we are used to), but instead call it "The Official Trailer" which seems to be some kind of a big spectacular video… [read more]
Grand Theft Auto Online gameplay reveal coming!
Rockstar has teased us by announcing that the multiplayer part of GTA V (And also what I believe, a separate, own multiplayer platform that'll be kept going inbetween GTA games) will be shown this thursday, august 15th. With the announcement, the official logo was also revealed as seen above. We'll see a gameplay video and previews… [read more]
Breakdown of the Official GTA V Gameplay trailer
By Brotha / July 17, 2013 / Grand Theft Auto V, News
A little bit after Rockstar dropped the bomb on us, and showed us a truly stunning and revealing GTA V Gameplay video, we've gone through all frames and dissected the one's we found interesting! We want to underline that we've skipped the most fundamental and easy things to see in the trailers, instead trying to… [read more]
Official GTA V Gameplay video coming tomorrow!
By Brotha / July 8, 2013 / Grand Theft Auto V, News
Amazing news for all #GTA fans! Rockstar have just revealed that they'll be releasing a gameplay video (!) from Grand Theft Auto V tomorrow, July 9. The video is set to be released at 10AM Eastern time (15:00 GMT) (16:00 in most of Europe +/- 1 hour). While this really surprised many, it was hinted… [read more]
GTA V Startup on Playstation 3
By Brotha / June 6, 2013 / Grand Theft Auto V, Grand Theft Auto: IV, News
Hey everyone! About six months ago, I made a Xbox360 GTA V Startup/Loadscreen/menu video, to try and create an authentic feeling of starting up the game on a Xbox 360. You can watch it right below: Now I'm back, this time on Playstation 3. Even more work went into this one, and I'm really satisfied… [read more]


Luoyang Manufacturer Modular Jaw Crusher Asj-e Jaw Crusher. luoyang one hundred lectra impact crusher tonkolili iron ore roll crusher cost of stone hammer crusher in india . Products List. Ball Mill Contact Supplier High Quality Barmac Vsi Crusher .
thin iron crusher sales. SUAMG Machinery is professional mineral processing equipment manufacturer in the world, not our equipment has the excellent quality, but also our product service is very thorough.
European Type Jaw Crusher is one of the fine mining equipments, which manufactured by Henan Heavy Industry in China. European jaw crusher for crushing marble,limestone . European version Jaw Crusher Application. European version jaw crusher has become the world's most popular Crusher.
Crusher Plant 1000 Tphcrusher Plant 150 Tph. Gradasi Tanah Pada Crusher; . YouTube. 1000 tph crusher plant with vsi crusher jaw crusher and cone crusher Mical . 1000 Tph Crushing plant .
luoyang one hundred lectra feeder prices much; Jaw Crusher Animation,Jaw Crusher Working Principle. The jaw crusher compresses the rock between a fixed jaw and a moving jaw to create breakage. The return motion of the moving or 'swinging' jaw permits f. MORE; Recent News Mellott Company Mobile Crushing Service.
mini mobile crusher for sale in south africa iie . minilathe europecone crusher for sale in crushers for sale in nz Crusher South Africa. Cheap mini diggers j a w crusher mini digger services penzance. j a w crusher mini digger services penzance. Mini Excavator, Mini Digger 2109423259 erento.co.uk.


text:
Q: MySQL: I have some problems with primary keys When I'm deleting a person with their metadatas from a db, the database counts the ID + 1 if I add someone new to the database which is normally the right and the safe way, right?
So when I'm deleting the person with the meta_id (primary key) 10, can the next added person get the meta_id 10 again?

A: Actually, MySQL will keep an internal index iterator that increments regardless of the data you delete from the database. Therefore, if you create a new row with primary key ID of 10, and then you delete that row and create a new one, the primary key ID of the new row will be 11 if you rely on auto_increment for the iteration of your ID. This behavior is expected.
In simpler terms, no. MySQL's auto_increment will not allow what you describe.

A: In addition to answers posted so far, bear in mind that primary key of the database has only one purpose - to identify a row. It's not there to make it easy to use sequential numbering. There are many implications when you want to achieve the functionality you described - you'd disturb the internals of MySQL (to be more precise, of InnoDB engine) when it comes to writing data to hard disk, making it slower in turn.
If you need to have some sort of sequential numbering related to your records, you either create triggers to deal with that or you use some sort of numbering method while displaying the records from database. You don't use primary key or auto_increment for that purpose.

redpajama_set_name: RedPajamaStackExchange


text:
Governor Cuomo Announces Communities Unite For Discounted Solar Installation
TOP Governor Cuomo Announces Communities Unite For...
Neighbors Come Together to Install Solar at Up to 20% Discount; Governor Encourages Additional Communities to Enroll
Governor Andrew M. Cuomo today announced communities across the state have come together to bring clean and affordable solar power to their localities at a discounted cost of up to 20 percent. With 26 campaigns launching through Reforming the Energy Vision, communities can obtain solar installations as a large group rather than an individual household—making it cheaper for everyone involved. In addition, the program is helping remove many of the obstacles that inhibit solar options, such as feasibility studies and finding the right contractor.
"Solar power is helping to save money and conserve energy across the state – and one of the best ways for local communities to install solar infrastructure is to come together and take advantage of even more cost-effective rates," Governor Cuomo said. "I encourage anyone considering solar for their home or business to learn more about our resources and join the campaign today."
A recent study by the University of Connecticut and Yale University demonstrates the neighborhood effect solar power can have: if your neighbor installs solar, you're much more likely to do so as well.
The New York State Energy Research and Development Authority has partnered with 26 community campaigns across the state to encourage more New Yorkers to sign on to the Community Solar NY program. The solarize campaigns are located in Long Island, the Capital Region, the Finger Lakes, Central New York, Southern Tier, North Country, and the Bronx. They are managed by community partnerships that include local municipalities, planning organizations, sustainability groups, state legislators, business groups, and Native American tribes, among others.
The 26 current solarize campaigns are below, and more details can be found here:
Solarize Brookhaven: Town of Brookhaven
Solarize Albany: Albany County
Solarize the Flower City: Rochester
Solarize Saratoga Springs: Saratoga Springs
Solarize Central New York (12 campaigns): Onondaga County, Syracuse, Dewitt, Manlius, Fayetteville, Minoa, Skaneateles, Spafford, Marcellus, Pompey, Lafayette, Tully, Fabius, Camillus, Elbridge, Van Buren, Baldwinsville, Lysander, Solvay, Geddes, Salina, Liverpool, Clay, Cicero, Cayuga County, Auburn, Cortland County, Oswego County, Oswego, Minetto, Scriba, Fulton, Granby, Hannibal, Volney, Madison County, Oneida, Wampsville, Canastota, Lenox, Chittenango, Cazenovia-Hamilton
Solar Schuyler: Schuyler County
Solarize Williamson: Town of Williamson
Solarize Northeastern Tioga County: Northeastern Tioga County
Solarize the Village of Canton: Village of Canton
Solarize Tri-Lakes: Town of Franklin, Tri-Lakes Region
Solarize South Fork (2 campaigns): Town of Southampton, Village of Southampton, Town of East Hampton, Villages of Sag Harbor and East Hampton
Solarize Troy: City of Troy and Rensselaer County
Solarize Akwesasne: Akwesasne
Building Power: Northwest Bronx
Community Solar NY is helping to support these campaigns by providing marketing materials, a streamlined customer acquisition platform, technical assistance and funding, and by sharing best practices to help community projects succeed.
Programs like this are part of the Governor's Reforming the Energy Vision plan, which spurs clean energy innovation and investment. Programs include the $1 billion NY-Sun Initiative, to advance the scale-up of solar and move the state closer to having a sustainable, self-sufficient solar industry, and K-Solar, which provides technical and financial support to enable public schools to install solar with no upfront costs.
Richard Kauffman, Chairman of Energy and Finance for New York said, "Communities are at the core of Reforming the Energy Vision and it is validating to see so many neighborhoods enthusiastically choose to inspire the next generation of New Yorkers by investing in clean and reliable solar power."
John B. Rhodes, President and CEO of the New York State Energy Research and Development Authority said, "Governor Cuomo's groundbreaking energy strategy calls for expanding power production systems located at businesses, homes, schools and in communities. Community Solar NY is off to a very strong start, demonstrating that communities are excited to adopt solar and to reduce their costs by working together."
Dr. Susan Spencer, ROCSPOT, President and Founder; Solarize the Flower City, said, "Solarize programs offer enormous opportunity for education and awareness-building in the community, which gives people the ability to choose solar technology for their energy needs. This directly addresses energy poverty, and builds a community's economic potential."
Sam Maggio, Solar Schuyler, Founder/Coordinator, said, "Solar Schuyler has ignited tremendous excitement in our community from Winery, Microbrew and Bed and Breakfast owners to homeowners, and the people who work for solar installers or who have affiliated businesses are extremely excited about the future work. In addition, our business development community sees Solar Schuyler as a viable job creator and enhancement to the local economy."
About Reforming the Energy Vision
Under Governor Cuomo's strategic Reforming the Energy Vision plan, New York State is actively spurring clean energy innovation, bringing in new investments and improving consumer choice and affordability through initiatives such as the Clean Energy Fund, $1 billion NY-Sun Initiative, $1 billion NY Green Bank, $40 million NY-Prize competition for community microgrids and others. New York is pioneering a new statewide approach, giving customers new opportunities for energy savings, local power generation, and enhanced reliability to provide safe, clean, and affordable electric service for all customers.
NYC Press Office: 212.681.4640
Albany Press Office: 518.474.8418

redpajama_set_name: RedPajamaCommonCrawl


Nov. 27, 2018 5:12 p.m.
A Whitehorse teacher and her 10-month-old daughter are dead after a bear attack in a remote area of central Yukon.
Valérie Théorêt, 37, and her child, Adele Roesholt, were killed on Nov. 26 near their cabin in the Einarson Lake area, northeast of Mayo near the border with the Northwest Territories, according to a news release on Tuesday from the Yukon Coroner's Service.
Authorities were notified about the deaths after Théorêt's husband, Gjermund Roesholt, activated an emergency alarm at 3:45 p.m.
Gjermund, a trapper, was returning from a trapline around 3 p.m. when, about 100 metres from his cabin, he was charged by a grizzly bear. He was "forced to shoot the bear dead," the release said.
As he approached, Gjermund found the bodies of his wife and child just outside the cabin.
Théorêt and her child appeared to have gone out for a walk sometime between 10 a.m. and 3 p.m. when they were fatally attacked by the grizzly.
The family had been trapping in the area for the past three months.
Théorêt was a Grade 6 late French immersion teacher at Whitehorse Elementary School, a department of education spokesperson confirmed, adding that grief counsellors will be present at the school for any staff and students who want support.


Good news for Haydn's London Ladies, who will be visiting this year's English Haydn Festival at Bridgnorth in Shropshire on Sunday 8 June.
This hour-long recital with fortepiano tells the stories of Haydn's friendships with four women whom he met during his visits to London during the 1790s, and presents the music that developed out these relationships, including his much-loved Canzonettas.
Were you expecting to see The Same Deep Water As Me at The Donmar Warehouse tonight?
Then by now you may know that tonight's performance of that show has been cancelled.
The idea occured to us as Vivienne composer and librettist Stephen McNeff and Andy Rashleigh caused something if a stir with their last TS Eliot-inflected show, The Waste Land (after Martin Rowson) – which was at the Donmar Warehouse as part of the 1994 Covent Garden Festival.
This is a one-off offer. You dont have to give up your Donmar Ticket. They're giving full refunds on all tickets for their cancelled show, so don't worry, you'll get that anyway, and we don't ask you to give up your proof of having bought a Donmar ticket. This offer isn't anything to do with the Donmar or ATG – it's just our way of making sure you get to see a high-quality show in a London venue instead of having to go home to the telly! It's also subject to availability – if there are no tickets left at The Forge for Vivienne, we can't sell you one.
The offer, made by McCaldin Arts, is effected at the box office of The Forge whose staff act with their discretion and have the final say over whether a discounted ticket may be sold.
Even if you don't have a receipt or ticket for the Donmar's The Same Deep Water As Me to show (and so can't take up this offer), you're very welcome to come and see Vivienne. Normal tickets are only £8. We're proud of it, it's a 5* hit. And we're going to see The Same Deep Water As Me later in the run, as we hope yo will too!
McNeff delivers an unpredictable yet instantly appealing score. The story unwraps in songs that always hint at popular idiom — crunchy bebop infuses her late-Forties mourning, Berlin-style cabaret hints at Eliot's possible Fascist sympathies — but their structure is elastic and mutable. You enjoy the tune but never quite catch it.
Andy Rashleigh's libretto is allusive and witty: an affair with Bertrand Russell unfolds with reference to Macavity the Mystery Cat. All is delivered by catty, horny McCaldin, all with a sheen of barmy. It's a far better performance than we're entitled to from someone who can also sing.
Andy Rashleigh's text … is rather brilliantly realised: we get some very funny passages from Vivienne accusing T.S. Eliot of being too 'clever' with his Greek and Sanskrit references, and a fantastic account of her affair with the philosopher Bertrand Russell in the style of Eliot's 'Macavity: The Mystery Cat'.
Musically, too, Stephen McNeff's score has much of the same pastiche and multi-voiced confusion of Eliot's poetry. Pianist Libby Burgess accompanied McCaldin throughout, with threads of music hall tunes, jazz and Tin Pan Alley almost sneakily strung together in a score that is tuneful yet changeable enough to avoid predictability.
Clare McCaldin performed fantastically, perfectly channeling Vivienne's fragile mental state. She conveys the desperation of a woman who was once seductive, charming and intelligent, but whose powers now fail her. Her voice was continually well-matched to the fickle moods of an insane woman, from melancholy moaning to belting out rude sailor songs.
It's rare that a one-woman show can be so clever and funny without dragging towards the end – but Vivienne kept up its pace, and was a fitting elegy to the woman behind much of T.S. Eliot's poetry.
We are less than two months away from our Vivienne opening night at the 2013 Tete a Tete Opera Festival and so we are about to start the first rehearsals this brand new piece.
As Vivienne is a commission we have stretched ourselves to make sure that the words and music are completed and fine-tuned in good time. Now we need to make the ends meet with our production budget.
We are going to see if we can raise outstanding costs via a crowdfunding platform. Kickstarter.com operates a system whereby anyone can choose to pledge any amount (beside a scaled rewards system) towards our estimated expenditure. If we achieve our goal the money is taken and passed on to us (for a fee). If not, no money changes hands.
You can visit our Kickstarter page here. Do have a look – there are a couple of rehearsal clips you can't see anywhere else!
Lucy Hughes-Hallett's new biography of Gabriele d'Annunzio was published this week by Fourth Estate. It is also BBC Radio 4's book of the week, and I am hoping that one of the episodes will reveal the provenance of the book's title, The Pike. As a biography, it is inevitably more concerned with examining his questionable political views, his sensational exploits and the tawdry details of his private life, rather than his literary output, and so far little has been said about the significant contribution he made to Italian letters through his novels and poetry. Here, then, is a short video about his poetry and the inspiration he found in his native Abruzzo region of Italy, as background to the settings of his poems on my CD, Madrigali dell'Estate.
Welcome to McCaldin Arts, the web home of productions from Clare McCaldin & company. Here you will find information about past, current and upcoming productions.


(This is one of the classrooms in this school).
Today is February 8, 2018, and I have begun my field placement at École Connaught Community School. This school was recently rebuilt this year, being that it was 102 years old; it was time for an upgrade. This school includes grades K-8, with around 430 students attending this year. This school is bilingual, having both English and French immersion programs.
On my first day, both the staff and students made me feel welcome at the school. Before starting I got a tour of this brand new school. I have been placed with a Literacy and Numeracy Specialist, and Learning Resource Teacher, her name is Sarah Kydd. Sarah is an amazing person! She doesn't work with a specific grade, so I will get to have many experiences in different classrooms.
Today I was placed in a grade 5 and 6 English class, where I observed the class and helped the students with their opinion papers. For their opinion papers, the students would think of an opinion and then they would have to back it up with 3 reasons. For example hockey is the best sport in the world. Then the students would have to answer why they chose their opinion. I found this assignment very interesting and unique because it allows the students to build up their writing skills, in a fun and creative way. I enjoyed working with all of the students and listening to their stories and jokes that they would tell me!
This classroom is very different from mine; not only being that everything is brand new, but some of the classrooms have garage doors. The teachers could open up the garage doors to make the classroom more open and allow children to work outside of the classroom and in the common area. At the back left corner of the classroom there is a C – shaped table where the educational assistant sits. Then in the middle of the classroom there are rows of long tables facing towards each other where the students would sit. Towards the front of the classroom there was also a few long tables where the students could sit and along the left side of the classroom there were a few long tables to. The teacher's desk is at the front, right side of the classroom. The front wall of the classroom is blue, with whiteboards and posters. Off to the front left side of the room there is a reading area, with a little nook by the windows. At the back off the classroom there are 2 sliding doors that connect to another classroom, which I thought was pretty neat. The students had chairs at their desks that would rock or spin, so that they wouldn't be constantly sitting still, which is a brilliant idea.
At 2:30p.m. I went with my partner to the gym and waited for the class to arrive with their teacher. The first grade that arrived was a grade 2 class. When entering the gym all of the students had to do 2 laps around the gym for a warm up. After doing 2 laps they met the teacher and grabbed a dot, in which they took to the middle of the gym and sat on. Once all of the children were seated they did a few stretches and played some games. The first game was tag with pool noodles, which were cut in half. The teacher would choose who would get the pool noodles to tag the other children. Once a student was tagged they would have to go sit on their spot and crouch in a ball, while waiting for the teacher to free them. After playing a few rounds the teacher switched games, and they played "Clean Your Room." For this game the teacher tossed a whole bunch of objects (balls, Frisbees, bean bags, balls with paddles, etc), around the gym, and he split the students up into 2 teams. In order to win the game you had to have the "cleanest" room, by moving all of your items to the other side of the gym without crossing onto the other side. Each item you would have to move a different way, like throwing a frisbee. When the teacher blew the whistle the game ended and the students would stop and line up on opposite sides of the gym. The teacher would determine the winner, or whoever had the "cleanest" room. After this game, their gym class was over and the grade 1 students came in. It was exact same process as before. The grade 1's ran 2 laps around the gym and played the same games. I enjoyed playing with both grade 1 and 2 students. At 3:30p.m. school was done and the students started to leave, my first day came to and end.
I had a great first day at École Connaught Community School and I cannot wait to go back next week!
Today is Feb. 15, 2018 it is my second field placement at École Connaught Community School. When first entering the school, there is a bulletin board on the right side of the hallway with all of the staff members' pictures and names. École Connaught Community School has pre-K to grade 8 English teachers, grades K-8 French teachers, teacher associates, educational assistants, a secretary, a P.E. specialist, a music specialist, a specialist, an English learning resource room teacher, a French learning resource room teacher, a nutrition coordinator, a band teacher, a head facilities operator, an evening facilities operator, a school counselor, a speech pathologist, an education psychologist, an occupational therapist, a librarian, a vice principal, a principal, and a school superintendent. All of these people help contribute to the success of the students' education and learning. École Connaught Community School is a brand new school located in the Cathedral Village. This school is a community school which has both English and French immersion programs.
This school is very connected to the community; parents, students, and the staff try to keep the community updated in all events that are occurring at the school. École Connaught Community School has a SCC, which links the community and school together. The SCC is comprised of parents, staff and community members, who get together and plan events for the school in which the community can attend. They have these events so that the community can come and see what the children are learning, and also to help support the school and the students.
In my opinion I feel like the school and the community both have very important roles in the success of the school and the students learning. I enjoyed my second day of field placement, and I cannot wait to go back to École Connaught Community School next week!
Today is March 1, 2018 it is my third field placement at École Connaught Community School. I have noticed from being placed in numerous classrooms that some teachers use different methods of teaching. Last week I was placed in a grade 8 English class, where the teacher uses a lot of technology to teach his students. He pulls up the instructions on a smart board for his students so that they can see what they are supposed to be doing. Almost all of the students had Google chrome books in which they logged onto Google classroom to work on and submit their assignments through. The teacher would also pull up a timer on the smart board so that the students would know how much time was left to work on their assignments. This teacher's method of teaching is very different from how the teacher I was put with today teaches.
Today I was put in a grade 1/2 split English classroom, where the teacher used stations to teach their students. There were 6 different stations: a PWIM station, writing journal station, IPad station, sentence station, teacher station, etc. Each day the students would alternate stations, so that they would all get a chance to be at each station. I found this teaching method to be very interesting; letting students work on different things, while learning new skills (writing, and drawing).
As teachers we rely on one another to help us get through the day. Having good co-workers creates a good environment to work in. Teachers rely on EA's in the classroom to help work with children who have special needs or who need extra help to excel in the class. Without EA's teachers would be so focused on the students with special needs and trying to satisfy them first and they would be so distracted, that wouldn't be able to teach the rest of the class. I feel like some teachers also rely on their students to get their homework done on time, and to behave in class. Teachers trust that their students will be respectful in class and obey all of the classroom rules.
As a teacher you are constantly learning from one another and your students. You learn from the stories that they share with you and experiences that they might've had. Teachers also have to attend conferences and training days to learn new skills and build onto their professional knowledge. There are also online resources that teachers can learn from and use to educate their students.
I really enjoy being able to be in a variety of different classrooms, and getting to see how teachers use different methods of teaching so that their students understand what is expected of them in order to succeed in class. I cannot wait to see where I'll be put next!
Today is March 8, 2018 it is my fourth field placement at École Connaught Community School. Within this school every child is unique in their own way, and staff and students accept each other for who they are. École Connaught Community School is very diverse, being that there are students from different ethnicities, children who speak different languages and children who are at different learning levels. After being in this school for awhile I have noticed that the staff and community try to do everything they can to accommodate their students needs. École Connaught Community School has all gender neutral washrooms to make their students feel comfortable. This school also offers both French and English programs for their students, and this school has plenty of educational assistants to assist and help students with their learning.
Some forms of diversity that I believe are not visible are the students home or personal life, and some underlying illnesses that they may have. What I mean by this is that not all teachers know if their students have a good or bad home that they are going back to at the end of the day. Also some students might only have 1 parent, or both, or grandparents who look after them. I believe that a student's home life can affect how they learn in school. Having a loving family who cares and supports them will have a positive impact on their education, but if a student is lacking love or support they might not try to do better at achieving in school. As teachers it is important that we get to know our students so we can build a trusting relationship with them and help them achieve in school. In doing so we can also gain a better understanding of where they come from. I noticed that in different classrooms different teachers have different teaching methods to fit and support their student's needs. Teachers modify lessons so that the students learn and understand what is being taught to them; also they modify some assignments or projects so that students have a choice in expressing their work using any mean.
I feel like École Connaught Community School does an amazing job when it comes to inclusive education, because they want to make sure that their students feel safe and welcomed at their school. When students feel included they tend to succeed and have better experiences at school. Inclusive education matters; "If a child can't learn the way we teach, maybe we should teach the way they learn" (Ignacio Estrada). It is our jobs as teachers to make sure that our students are getting the education they need to succeed in the future.
Today is Mar. 15, 2018 it is my fifth field placement at École Connaught Community School. École Connaught Community School is a bilingual school, meaning that they offer both French and English programs at this school. They honor having different languages being taught at this school, allowing students to learn either in English or French. This school honors diversity and wants all students to feel comfortable and protected at school. Some things that I have noticed around the school are gender neutral washrooms. When the school was rebuilt recently, they chose to install gender neutral washrooms, allowing all students to feel welcome and safe. Gender neutral washrooms can be used by anyone, so that children don't feel divided. Also another thing I noticed at this school is that in their gymnasium, on the change room doors, there are the letters A or B instead of genders. I thought this was pretty neat, as some children might not identify with the male or female gender binary. By having these types of washrooms and change rooms, it can remove the pressure of a decision in which a student would have to make; leaving them feel stuck or confused when making the decision.
At École Connaught Community School all children are treated fairly. Assignments are modified for students with learning disabilities. Today I was put in a grade 4/5 spilt health class, and the students were making safety posters. Most off the students were asked to list 5-6 tips on their safety poster, but for students who had a harder time on focusing and staying on task were asked to come up with three tips. I thought that this was a good idea, as all of the students are still doing the same assignment, just for some students it can be modified to make it fair. The staff at École Connaught Community School ensures that all of the students feel safe and welcomed at school. Teachers at this school promote no bullying, and when bullying occurs consequences are made. École Connaught Community School does and amazing job at honoring diversity, equity and human rights for all of their students. I am very glad to have the opportunity to be a part in the students leaning!
Today is Mar. 22, 2018, my sixth field placement at École Connaught Community School. I have been placed in quite a few classrooms so far, ranging from grades 1-8. I enjoy getting to see what students are learning in each grade. Today I got to help Sarah Kydd in the learning resource room. The first group she had come in were a few students from a grade 4/5 split. The second group of students were a few grade 1 and 2 children.
In both groups the students learned how to pronounce sight words. Sarah would pull up from her laptop onto a TV screen and see how long it takes the students to pronounce all of the words correctly. After learning the sight words, Sarah gets them to write a sentence in their journals; she tells them what to spell and they figure out how to spell each word. When finished they all move to another table and read a book together. Each student takes a turn reading a page.
The students understand that all of these skills will help them in the future and now; making it easier for them to read and write on their own eventually. Sarah teaches the younger students a "scooping technique" when they read. She tries to get the students to read at least two words at time, so that when they read the words come together smoothly.
After this class we go with Sarah to a grade 4/5 health class where the students are making safety posters. On these posters the students have to have a title, 5-6 safety tips on a topic they choose, and a colourful picture. I really liked the idea of the posters, as it is a fun and creative assignment, and the students have a choice if they want to work in partners or alone. The students' first step was to go onto www.kidshealth.org and pick a topic; fire safety, 911, dog safety, etc. Then they would begin thinking of some safety tips associated with that topic. I believe that some of the students understood the meaning and relevance of the poster assignment. They understood that they would learn useful information in the case of an emergency.
Today what the students learned is very helpful and useful for everyday life. I enjoy working all of the students and seeing how diverse all of the classrooms are. I cannot wait till next week, although I will miss being in the school as it is my last day at École Connaught Community School.
Today is March 29. 2018, my last field experience at École Connaught Community School. Today I had the chance of choosing what classroom I would like to go in; I chose the grade 2/3 classroom. Today they had a presentation, where another teacher came in and did an activity with the children. She taught them how to make brain eaters. They used clay to sculpt any kind of creature (brain eater) they wanted; although most students tried to create the same brain eater that the teacher made. They had to wait for their supplies to be handed out and wait for the teacher's instructions before they could begin. The students learned about patience, and how to follow instructions in order to continue the craft.
Some things that the students are learning that we as teachers see are respect, patience, good manners, and polite behavior through every day skills. Everyday students learn to be respectful to each other, being polite to one another. The teachers at École Connaught Community School are always encouraging students to use manners, such as please, thank you, and you're welcome.
I believe that the students understand that it is important to learn respect, and have patience, good manners, and polite behavior towards everyone, because once they leave school they will need to be able to be respectful, polite and use manners without being reminded by a teacher. In the real world as an adult you need to be respectful, polite and have good manners, in order to have friends, a job or to be liked by your community.
As a future teacher I believe that what the students are learning is very important for them in the future. The lessons being taught in school are useful lessons that they can use once they are done school and on their own. I really enjoyed being able to observe different classrooms and seeing what each student is learning. It is very sad to know that my field placement has come to an end at École Connaught Community School. Being able to work and be in classroom at a school has inspired me to follow and accomplish my dreams as an elementary teacher.


This is a brand page for the APERI'TE trademark by Bay Pac Beverages, Inc. in PLEASANTON, CA, 94588.
Write a review about a product or service associated with this APERI'TE trademark. Or, contact the owner Bay Pac Beverages, Inc. of the APERI'TE trademark by filing a request to communicate with the Legal Correspondent for licensing, use, and/or questions related to the APERI'TE trademark.
On Monday, August 21, 1995, a U.S. federal trademark registration was filed for APERI'TE. The USPTO has given the APERI'TE trademark serial number of 74717796. The current federal status of this trademark filing is CONTINUED USE NOT FILED WITHIN GRACE PERIOD, UN-REVIVABLE. The correspondent listed for APERI'TE is BAY PAC BEVERAGES, INC. of 5820 STONERIDGE MALL RD., SUITE 204, PLEASANTON, CA 94588, . The APERI'TE trademark is filed in the category of Light Beverage Products . The description provided to the USPTO for APERI'TE is soft drinks flavored with tea and fruit flavored drinks.
Last Applicant/Owner: Bay Pac Beverages, Inc.
Trademarkia-Network law firms can help you incorporate a business around your APERI'TE trademark in less than 5 minutes. Trademarkia makes the process easy and convenient, so start now!
BAY PAC BEVERAGES, INC. is a correspondent of APERI'TE trademark.
APERI'TE is providing soft drinks flavored with tea and fruit flavored drinks.


text:
Between 1868 and 1974 Shefford was the site of St Francis' Boy's Home (orphanage) that was situated on High Street next to the Roman Catholic Church. Savile used to regularly visit St Francis Boys Home.
Savile home paedophile jailed for abusing boys
A paedophile scout master at a Catholic children's home linked to Jimmy Savile has been jailed for sexually abusing boys in the 1960s, it can now be revealed. John Cahill, 73, attacked four boys, aged between 10 and 15 years old, while leading the scout troop at the St Francis Boys Home, in Shefford, Bedfordshire. The case can be reported after a jury found former housemaster James McCann, 80, abused 26 children, aged between 8 and 12, in the 1960s…
The cruelty was said to be orchestrated by Father John Ryan, who died in 2008, and prosecutor Matthew Walsh said there was a culture of ill-treatment in the home run by 'nuns and priests from hell'.
Savile was a regular visitor to the area and is believed to have attended the chapel at the home.
Cahill, of Chandos Court, Bedford, was the only person to be jailed for any criminal offences at St Francis after pleading guilty to six counts of indecent assault at the Old Bailey.
On April 15, Cahill was sentenced to three-and-a-half years imprisonment by Judge Peter Rook QC for charges relating to the sexual abuse of four young boys between 1965 and 1967.
Cahill opened the door of a moving van as it sped along the motorway to terrify another resident, aged between 10 and 13, during a visit to a monastery in Bury St Edmunds.
He then took advantage of his fear to sexually abuse him.
The court heard Norwich County Council were alerted to the abuse by a relative of one victim while another boy was asked to explain to staff what had happened to him but he heard nothing else about it.
Cahill went on to carry out a string of other sex attacks on two victims, one of them just seven years old, in the 1970s, 80s and 90s.
'Cruel and vindictive regime' of Shefford boys' home carers, court hears
James McCann trial:
James McCann, 80, is accused of 52 charges of physical and sex assaults on 26 boys.
Priest in charge, Father John Ryan,
was 'most evil man'
The alleged offences took place at St Francis children's home in Shefford, Bedfordshire in the 1960s and 70s.
One man, scoutmaster Christopher Cahill, 73, ran a scout troop specifically for boys at the home between 1965 and 1966, when he was aged 23 and 24.
He pleaded guilty to offences of indecent assault relating to four boys at the home earlier this year, jurors were told.
Two men charged with abusing 26 boys at Bedfordshire boys' home
Two men have been charged with abusing 26 boys – some as young as five years old – at a Shefford boys' home in the 1960s. The 25 boys were aged between five and 16.
The 18 sexual offences and 48 physical offences are alleged to have taken place at St Francis' Boys Home, in Shefford, between 1963 and 1974, Bedfordshire Police said.
A 79-year-old man from Swaffham, Norfolk, is charged with 66 offences – 18 sexual and 48 physical – which are alleged to have taken place at St Francis Boys' Home between 1963 and 1974.
A 73-year-old man from Bedford has been charged with six sexual offences against four boys aged between 11 and 16.
Both men will appear at Luton Magistrates' Court on November 30.
SHEFFORD BOYS HOME: Mystery of the missing police files and Jimmy Savile clipping
A COMPLAINT to Bedfordshire police has been made by a former resident of a boys home concerning missing files relating to previous inquiries.
Former residents of St Francis Boys Home in Shefford, which was run by the Catholic Church, are taking a 'class action' against the church over claims they were both physically and sexually assaulted.
Fr John Ryan
As reported by Bedfordshire on Sunday, one of the priests alleged to have abused children in the 1950s and 1960s, Father John Ryan, was twice interviewed by police concerning these allegations, in 1997 and 2003.
This newspaper interviewed Father Ryan in 2006 and put these allegations to him but he made no comment. He died in 2008.
We also reported that there were accusations that boys who had run away from the home were taken back by police officers, and subsequently received even greater punishment and abuse.
Damian Chittock, who won damages from the church concerning abuse, has complained about the missing police files.
Bedfordshire Police said they have received a complaint and it was being investigated.
The police started a new investigation this year, after more former boys complained about abuse at the former orphanage run by the Northampton Diocese of the Catholic Church.
Damian Chittock said: "It seems to me incredible that two files concerning very damning allegations can go missing. I worry about how seriously the police are taking these matters, which have blighted people's lives for decades."
Steve Lowe, group editor, said:"I believe more in the cock-up than conspiracy theory but losing both sets of files is worrying.
"We also found that there was a picture of Jimmy Savile attending a VE commemoration day in Shefford, in April 1985, in the local paper of the time. He visited the home often, as there is a Catholic Church attached and Savile was a committed Catholic.
"We went to Bedford library and it had every copy of this paper since it started publishing until the present day, apart from the first half of 1985, which had gone missing.
"Another cock-up I guess but they do seem to be mounting."
http://www.bedfordshire-news.co.uk/SHEFFORD-BOYS-HOME-Mystery-missing-police-files-Jimmy-Savile-clipping/story-21723032-detail/story.html#ixzz3s8QQ7TAR
https://theneedleblog.wordpress.com/operation-greenlight/east-england/central-bedfordshire/st-francis-boys-home-shefford/
…This was the second time Father Ryan had been arrested as he was interviewed in 1997, following earlier complaints of both physical and sexual abuse at the home.These records also went missing. The files are relevant to a 'class action' legal case being taken against the church by many other former boys at the home, as Father Ryan is now dead and the statements could have been used in court.
Mr Chittock said: "I find it incredulous that your officers cannot find these files, that not only
include witness statements from at least three victims, but also the interview with Father John Ryan and 40 old boys that were interviewed in the original investigation in the 1990s."
http://www.bedfordshire-news.co.uk/Missing-Shefford-boys-home-abuse-case-files-destroyed/story-21724458-detail/story.html#ixzz2hnZa317H
Jimmy Savile link to 'abuse' orphanage prompts MP's concern
Ms Greening, MP for the south London constituency of Putney, Roehampton and Southfields, said in a letter to Mr McIntosh she had written to the Chief Constable "asking her to open a new investigation into the matter, including into a potential link with Jimmy Savile".
She said she had also written to Home Secretary Theresa May over concerns Mr McIntosh had raised about the police inquiry into the orphanage and missing police files.
Mr McIntosh, who lives in Roehampton and went to St Francis in the early 1960s, said he was concerned about why files relating to a previous investigation went missing for months.
Bedfordshire Police started an investigation into new claims of abuse last May. In October police said it was thought the files had been destroyed but the following month police located the files.
Mr McIntosh said he wanted to know why the files from the 2002 investigation had gone missing and why the 2002 investigation failed to produce any prosecutions.
In a letter to Mr McIntosh, Ms Greening said she had written to Mrs May to "highlight your general concerns about previous investigations".
Mr McIntosh said: "I hope it puts pressure on the police to be more efficient. There are a lot of questions to be answered. Why were the files not found?"
Since Savile's death in 2011, hundreds of people around the country have reported abuse by the former presenter of Top of the Pops.
Mr McIntosh, who says he was physically abused at the home, said there are reports Savile was seen visiting the home in the 1950s.
He said he was also pleased Ms Greening had written to Ms May about the possibility of bringing a corporate manslaughter charge against the orphanage over the alleged abuse.
Last year (2013) a 77-year-old man, from Thetford, Norfolk, was arrested on suspicion of historical physical and sexual abuse at the home, while a 71-year-old man has been interviewed in connection with the investigation.
The home, which was run by the Northampton diocese of the Catholic church, closed in the mid-1970s.
The BBC has spoken to a number of former boys' home residents who allege abuse at the hands of priests Fr John Ryan in the 1960s and Fr Wilfred Johnson in the 1950s.
The Northampton Diocese of the Catholic Church, which ran the home, has said it "deeply regretted" any hurt caused, but has stressed the "claims are not proven".
http://www.bbc.com/news/uk-england-beds-bucks-herts-26258129
Bedfordshire on Sunday can now reveal that Savile used to regularly visit St Francis Boys Home.
He frequently stayed at Henlow Grange health farm, so much so that a wing at the spa was named after him.
Local Shefford historian Audrey White, 83, was photographed with Savile at the Shefford VE remembrance celebration in 1985.
Audrey said: "We thought he might be at The Grange as we knew he was a frequent visitor so we phoned the health farm and he was there, so we invited him to our celebrations. Mr Savile was very nice and said he would come along. He arrived on Sunday morning with two other men and agreed to be photographed with me and my husband. He stayed for a while, drew a poster for us and even made a donation".
The Grange was first opened by Leida Costigan in 1961 as The Beauty Farm School of beauty and physical culture, the first of its kind in the country.
Savile has been accused of sexually assaulting minors while at The Grange and of molesting a former chambermaid of the health farm, who was 18 at the time.
A new children's ward in Stoke Mandeville hospital, funded by Savile, was named St Francis Ward.
Another former boy spoke to us this week about the abuse at the home, especially by Father Ryan.
We interviewed Father Ryan in 2006 where he said he remembered some of the boys named to him but would not comment on allegations of abuse.
He had been arrested in 2003 and never charged and died in 2008.
Neither the Catholic Church nor Henlow Grange would comment.
http://www.bedfordshire-news.co.uk/Savile-regularly-prayed-Shefford-home-Catholic-boys/story-21722981-detail/story.html#ixzz3s8RCcY4j
Henlow Grange to High Street, Shefford
Savile, Henlow and Shefford, East Bedfordshire
5th November 2011: :
"Jimmy was a regular visitor at Champneys health spa in Henlow, first visiting in the 1960s. He became a close friend of the owners, Stephen Purdew and his mother Dorothy. When a new bedroom wing was opened in 1985 it was named after him.
Stephen Purdew said: 'He was a very significant family friend loved by everyone.
"Many people in the Henlow area will have very fond memories of this great man. My mother and I will miss him dearly.'" [Farewell to top TV Presenter, Biggleswade Today, 5 November 2011]
Dorothy Purdew's autobiography:
'Mid-1980s': Two Yemeni girls of 14 or 15 arrive (or 'are delivered'), who are 'clueless' and there is no contact with their parents, only communication with a London doctor and they stay for 6 months, lose about 4 stone each and become fluent in English
"On another occasion in the mid-80s we had two teenage girls from Yemen delivered to us. A fleet of cars arrived with the pair... I don't know why they were over here , it was all very mysterious and whenever there were any problems or dramas we had to call this London doctor who acted as the go-between with their parents.
They ended up living with us for six months… " (LRC p.151)
https://bitsofbooksblog.wordpress.com/2014/09/11/savile-and-henlow-grange-champneys-health-spa/
Dr Venu, Keith Vaz MP, busineman Stephen Purdew and Michelin chef Sriram Aylur
Keith Vaz, the Labour MP for Leicester East, has a long-standing connection to the Purdew family, who own Champneys, including charitable and business links in addition to a close personal friendship.
Child sex abuse victims got death threats after inquiry published emails
Survivors of child abuse say they have received death threats after the chairman of a Commons committee released scores of emails containing the identities of four abuse victims.
In a letter to the home secretary, the victims, who have been campaigning for changes to the independent child abuse inquiry, condemned the decision by Keith Vaz, chair of the home affairs select committee (HASC), to place the emails which contain the victims' names and disparaging comments about them, on the committee website.
http://www.theguardian.com/politics/2015/jan/29/child-sex-abuse-victims-emails-commons-committee
http://www.telegraph.co.uk/news/uknews/8646241/Phone-hacking-Keith-Vaz-links-to-spa-behind-Stephenson-resignation.html
Child Abuse Inquiry Deleted Survivors' Stories
A child sex abuse inquiry website error is branded a "shaming disgrace" after survivors' information is lost.
via Alun:
You couldn't make it up: Keith Vaz says CSA inquiry which has just lost weeks of data is most appropriate place for information to go.
http://ekla.in/trends/keith-vaz.html
http://aanirfan.blogspot.com/2015/01/keith-vaz-and-child-abuse-cover-up.html?spref=tw
CSA InquiryFr John RyanHenlow GrangeKeith VazMissing FilesPurdewSavileSheffordSt Francis' Boys Home
Previous PostDirectors of The Prince's Trust /Diplomats/PaedophilesNext PostPatrick Rock/ Protection Officer/Johnson Family/Sir Simon Milton/Ian Greer


Col 6: Additional information, Date of birth stated in d.m.y. format, Place of birth, (Dist.- District, Prov.-Province), Surname if different to the memorial, Differences in the inscription on the CWGC memorial of the unit last served in, surname etc., Rank derived from Polish sources, Other miscellaneous information.
8.6.1925 (or 8.3.1925), Horów, Zdołbunów Dist. Wołyn Prov.
15.1.1898, Rogaczów, Wołyń Dist., Druzyna Admin, Gosp.
23.3.1905, Żdżary, Pilzno Dist., Kraków Prov.
14.5.1912, Góry Karwackie, Przasnysz Dist.
27.12.1891, Czemichów, Kraków Dist. (Commander of Artillery 1st Rifle Bde), płk dypl. Single Grave.
18.5.1893, Duże Opoki, Inowrocław Dist.
15.3.1904, Długoszyn, Dubno Dist., Wołyń Prov.
10.7.1913, Kalisz, or died 18.10.1940, plt-pchor. The first Polish casualty buried in Wellshill Cemetery.
16.12.1914, Wielki Mendomierz, Tuchola Dist.
15.3.1917 or 15.2.1917, Żelazna, Rawa. Maz. Dist.
27.5.1917, Dąbrow-Złoczew, (or Dąbrowa) Sieradz Dist.
15.10.1893, Chorzelów, Mielec Dist., Kraków Prov., or died 3.5.1946, ppłk.
1.10.07, Złoty Potok, Częstochowa Dist.
20.9.1919, Huta Jerzego, Katowice Dist.


"Free* Keurig Commercial K-Cup Coffee Brewing System, Installation and Maintenance"
This flavorful, aromatic, light-roasted coffee opens your sun rise and keep you going all day. The Beanhut breakfast blend has a citrus, milk chocolate, and cream taste from South America. Our Roaster made this blend specifically for your awesome breakfast cup of coffee. This is a medium-bodied blend of light and dark beans with a hint of acidity and tartness.
Whenever you feel tired on your life, try Caramel Vanilla coffee! Luxurious Caramel smell makes you feel better and rich vanilla taste help you back to your happy life. The flavor of this medium bodied porter is mostly chocolate with hints of coffee, biscuits, caramel and vanilla, with a slight hop bitterness to balance out this Caramel Vanilla Coffee. Do not miss this irresistible combination of flavor!
Smooth and sweet hazelnut flavor combined with a hint of vanilla flavoring fills our soul with joy and warm. Beanhut Hazelnut Coffee only uses world finest Arabica beans by full experienced roasting master.
Chai Latte is a flavored tea beverage made by brewing black tea with a mixture of aromatic Indian spices and herbs. Originating in Ayurvedic tradition of India, the beverages has gained worldwide popularity, becoming a feature in many coffee and tea house. Cinnamon and natural, spices and exotic flavor tea mixes with milky-sweetness provides healthy and soul-warming latte coffee. Every cup has a fragrant aroma and simple yet exotic taste.
A Dark-Roasted 100% of Arabica blend, sourced from South America with chocolate undertones and a full-bodied taste. It is roasted a bit longer to produce a perfect and characteristically Italian dark flavor profile. Beanhut Espresso is the best choice for those who love the pure pleasure of espresso roasts.


I'm sure you'll agree that this is an absolutely shocking statistic, for individuals and for those organisations that are spending a lot of money, time and effort in developing and embedding initiatives into their cultures, which are meant to support the recognition and appreciation of diversity. So, what's going on?
Well, quite simply, a lot of organisations are overlooking something that causes their people more heartache, stress and time-off, than anything else, and that is a lack of understanding and appreciation of behavioural diversity, or the recognition that we are all different in how we behave, make decisions and communicate, due to our personality.
This often results in "I don't like you because you are different to me in how you behave and you frustrate me in how you do things." And if it is not nipped in the bud, that is often when a personality clash escalates into bullying, and having experienced this, I know how dreadful it can make you feel and the negative impact it has on you, not only in work but also in your life outside of work.
This sort of behaviour is simply NOT ACCEPTABLE however, it still goes on and in some organisations, is commonplace. So, why don't people speak up?
Here are some of the reasons I've heard.
I did it once, never again.
There's no support or person to turn to for help.
They're more senior than me.
I'm fearful of what impact it'll have on my career.
Nothing gets done about it.
I'm scared of the consequences.
I've seen what has happened to others.
I'm sure there are many other reasons as well, however, in one word, we don't speak up because of FEAR. Fear of what may, or indeed, may not happen to change the situation. However, if we don't speak up, nothing will change.
So below are 7 things to help you SPEAK UP.
#1. Specific. State specifically what the issue or problem is and how it has made you feel. Write it down on paper, if you know you might get emotional during a subsequent face to face meeting. In addition, write down the names of people that you know it has also happened to.
#2. Perception. Remember, that what has happened and how it has made you feel, is based on your perception. The other person may have a different perception to you.
#3. Environment. Choose an appropriate place and time to discuss the situation with the other person.
#4. Arbitrator. If it is a contentious issue that needs to be raised, consider the need for someone suitably qualified, to be at the meeting with you.
#5. Keep Calm. Whilst it is difficult, try to keep things factual as opposed to emotional. Focus on the situation and behaviour of the person.
#6. Understand. Listen to what the other person has to say. In some instances, there is no right or wrong, when it comes to behavioural differences and compromise is often the best solution.
#7. Pledge. Once you've explained the situation to the other person and listened to what they have to say, both pledge to do something differently moving forward, that works for each of you. Keep checking in with one another regularly, to ensure that your relationship has begun to move in a more positive direction.
Hopefully, the above will help you to SPEAK UP.
If you know of anyone who this article may help, please do the right thing and forward it on to them.


Hi Strummers and Late Niters ! I'm having a stupendous night and it occurs to me. Write this warning for those reading this and who are about to buy a pretty blue or red nylon-stringed electric ukulele. I know how jazzed you are at this magic moment. I really know.
But remember that, unlike with magnetic-steel electric ukes, your bridge will be fixed to a permanent place on the top so that it's string length cannot be adjusted. And the string height can only be lowered with a file. It can only be raised by replacing the bridge! And the same is true for the nut. So if the intonation is off or you don't like the string height, pass up the instrument.
When you are shopping for your new companion you can quickly rule out any ukuleles with obviously bad intonation. Sound the harmonic at the center of each string and it should be the same in pitch as the strings are when they are fretted at the 12th fret. Also, each string should sound exactly one octave higher when fretted at the 12th fret than when plucked open and unfretted.
If your obsession with electric ukulele construction is incomplete, "fixer uppers" won't add up for you. Carefully check the intonation and playing action before you pay money.


text:
A short and idiosyncratic answer
Robert Bruner
Basically, topology is the modern version of geometry, the study of all different sorts of spaces. The thing that distinguishes different kinds of geometry from each other (including topology here as a kind of geometry) is in the kinds of transformations that are allowed before you really consider something changed. (This point of view was first suggested by Felix Klein, a famous German mathematician of the late 1800 and early 1900's.)
In ordinary Euclidean geometry, you can move things around and flip them over, but you can't stretch or bend them. This is called "congruence" in geometry class. Two things are congruent if you can lay one on top of the other in such a way that they exactly match.
In projective geometry, invented during the Renaissance to understand perspective drawing, two things are considered the same if they are both views of the same object. For example, look at a plate on a table from directly above the table, and the plate looks round, like a circle. But walk away a few feet and look at it, and it looks much wider than long, like an ellipse, because of the angle you're at. The ellipse and circle are projectively equivalent.
This is one reason it is hard to learn to draw. The eye and the mind work projectively. They look at this elliptical plate on the table, and think it's a circle, because they know what happens when you look at things at an angle like that. To learn to draw, you have to learn to draw an ellipse even though your mind is saying `circle', so you can draw what you really see, instead of `what you know it is'.
In topology, any continuous change which can be continuously undone is allowed. So a circle is the same as a triangle or a square, because you just `pull on' parts of the circle to make corners and then straighten the sides, to change a circle into a square. Then you just `smooth it out' to turn it back into a circle. These two processes are continuous in the sense that during each of them, nearby points at the start are still nearby at the end.
The circle isn't the same as a figure 8, because although you can squash the middle of a circle together to make it into a figure 8 continuously, when you try to undo it, you have to break the connection in the middle and this is discontinuous: points that are all near the center of the eight end up split into two batches, on opposite sides of the circle, far apart.
Another example: a plate and a bowl are the same topologically, because you can just flatten the bowl into the plate. At least, this is true if you use clay which is still soft and hasn't been fired yet. Once they're fired they become Euclidean rather than topological, because you can't flatten the bowl any longer without breaking it.
Topology is almost the most basic form of geometry there is. It is used in nearly all branches of mathematics in one form or another. There is an even more basic form of geometry called homotopy theory, which is what I actually study most of the time. We use topology to describe homotopy, but in homotopy theory we allow so many different transformations that the result is more like algebra than like topology. This turns out to be convenient though, because once it is a kind of algebra, you can do calculations, and really sort things out! And, surprisingly, many things depend only on this more basic structure (homotopy type), rather than on the topological type of the space, so the calculations turn out to be quite useful in solving problems in geometry of many sorts.
For a more extensive essay on this topic with charming diagrams, see Neil Strickland's answer, and for an index of related essays, see Don Davis's list.
Copyright (C) 2000 Robert R. Bruner. All rights reserved.


text:
package org.drools.impl;

import org.drools.RuleBase;
import org.kie.KieBase;
import org.kie.KnowledgeBase;

public interface InternalKnowledgeBase extends KnowledgeBase, KieBase {

    RuleBase getRuleBase();

}

redpajama_set_name: RedPajamaGithub


In that small space between the event and your response, remind yourself to "ride the wave of emotion." When an upsetting even occurs, if we can just stop for a moment, identify the emotions that we are feeling, accept them without judging them, and remind ourselves that they will pass, we may find the courage to endure them for a little while. We can experience our feelings and make rational decisions all at the same time. We just need to make sure we are in wise mind before we respond.
God told Adam to "Name the beast and you shall rule over it." If I name the emotion I will rule over it. It takes time to name the emotion, and by the time it is named, it will have passed on by. This has proved true for me many times, especially with my husband. Lots of practice there.
Did you know that when we get hot with emotion, the flow of blood to the thinking part of our brain (the cerebral cortex) slows down so that more blood can flow to the reptilian (the amigdala) part? So when we are over-emotional we are not thinking clearly enough to make a good, thought-out decision.
Hi Robin. Thank you so much for your comments. You bring up some very important things here. When we are emotionally triggered, it is so important that we pause without reacting right away so that we can calm down our amigdala and give the problem solving part of our brain a chance to take part in our decision making. So true! Naming the emotion and thinking about what we are thinking and feeling is so powerful!
It is getting easier but sometimes the emotions are like a tidal wave which capsizes the boat and it's very hard to hang on.
I hear you! Keep trying to name the emotion without judging it, knowing it will always pass. Observe it and describe it. Don't try to hang on to it or push it away. It just is! And as uncomfortable as it may be, it will pass!
This is hard to do but very necessary.
Observe it. Describe it. Don't judge it. Know that it will pass.
Thank you, Brian. Enjoy your Thursday.


text:
Model S or Model 3
We've been getting ready for Model 3 by advancing manufacturing, expanding our charging network, improving service, opening more retail stores and much more.
With a new model coming this year, we know our customers will have questions about which car is right for them. One question we've been asked is, "Should I trade in my Model S for a Model 3?" While Model 3 will be our newest car, it isn't "Version 3" or the next generation Tesla. Our higher priced premium models still include the most advanced technology and the best driving experience we have to offer.
Model S is the leader in its class in every category, which is why 94 percent of our owners say they will buy Model S again. It has a 5-star safety rating and will continue to be our flagship model with more range, more acceleration, more power, more passenger and cargo room, more displays (two) and more customization choices. With Ludicrous+, Model S has a zero-to-60 time of 2.28 seconds as measured by Motor Trend, making it the fastest accelerating production car in the world. Model S will also continue to be the longest-range vehicle we offer, capable of a landmark 632 km (NEDC) on a single charge, meaning you can travel from Los Angeles to San Francisco nonstop.
Model 3 is smaller, simpler, and will come with far fewer options than Model S, but it makes driving feel effortless and offers a good range of at least 345km for our starting model. At the foundation of every Tesla is safety – keeping our customers safe is part of every decision we make. In addition, every Tesla vehicle (Model 3 too) comes standard with full self-driving hardware which, through over-the-air software upgrades, will enable a Tesla to be substantially safer than a human driver. As we continue to test and validate new features, customers can expect an increasing number of updates to be rolled out to their cars this year. And while innovation at Tesla will never stop, the very best vehicles we make are already available for purchase and on the road today.
Be the first to receive the latest Tesla news, events and product updates.
Get Newsletter Get Newsletter Order Yours


text:
Q: in-app purchase for auto-renewal subscriptions notifications I've been reading the various threads on in-app purchases auto-renewal subscriptions, and I think I've pieced together most of the information I need, but there are a few missing pieces.  I'm hoping someone can help me.
The situation:
I have various subscription packages the user can subscribe to (e.g., package A for £1 a month, package B for £2 a month, etc.).  I store the user's subscription information in my database.  When the user logs in, I check which package he's on and if it's expired or not.  My website, android and iOS all use the same database, hence this approach seems to make sense.
Subscribing users via in-app purchase seems straight forward enough.  I check paymentQueue and once the payment is cleared, I can update my database.
My questions:
1) My understanding is the user can use iTunes to manage their subscription.  Say, they go in to iTunes and cancel their subscription, how can I be notified so I can update my database?  Do I need a daemon that checks expired subscriptions to see if the user renewed?
2) If the user wants to upgrade their subscription from Package A to Package B, how do I handle the pricing?  Say on Jan 1st, they buy Package A, I charge them £1.00 and set the expiry date to Jan. 31st.  On Jan. 15th, they want to upgrade to package B via in-app purchase.  Ideally, I would charge them £2 for Package B minus £0.50 of credit they have for Package A and set the new expiry date to feb 14th.  However, Apple forces me to associate each package with a tier price.  How can I handle this?  I don't want the user to wait until the end of the month to put them on a higher tier package...if they upgraded mid-month, it means they want the new content package B will deliver to them immediately.
Any help appreciated!
Thanks!

A: 1) Yes you'll have to reverify your receipt check out the Receipt Validation Programming Guide in the documentation. They mention some important keys:

*

*status - 0 if receipt is valid, or an error code

*receipt - JSON response of the receipt

*latest_receipt (auto-renewable only) - base 64 encoded receipt for the most recent renewal

*latest_receipt_info - JSON version of latest_receipt
With this information, when a purchase is made, send the receipt to your backend for validation, the backend will keep the receipt in the DB and verify with status = 0 that it's a valid receipt.  From there, every x days you can validate that receipt with a chron job, daemon, etc. and reverify.  The response back each time will have latest_receipt_info that you now need to save to your DB so you have an up-to-date receipt for the next check in x days. This way you will always have the latest receipt. There is no instant notification for telling when a user cancels a subscription, but with this you'll know every x days if they have the subscription still.
2) Pricing like this unfortunately can't be handled.  It was not intended for a user to "upgrade" with subscriptions - each subscription is access to it's own exclusive content as of this writing. However, if a customer emails in and complains about it, you could ask for their user name and figure out in your DB if this user has indeed upgraded mid-month and reimburse them appropriately. Very old-school and not feasible for a big user base, but hopefully you won't have that many and can keep them happy.

A: EDITED
For the second question, Apple's auto-renewable subscription system does not technically offer upgradeable plans between different products.
Every subscription is a stand alone product and it's up to the user to turn on/off subscriptions manually using the Subscription Manager in the iTunes Store.
However if package A and package B offer the exact same content only different duration than what ajay_nasa said is correct, you can create an single auto-subscription product with different duration options. If the user is on 1 month subscription and then the user tries to change to 2-months subscription they will get the following error message asking them go to the App Store's subscriptions manager

So basically the ONLY place the user can actually change the subscription's length is in the App Store. Whether Apple decide to pro-rate the amount left on the old subscription or just append it to the current one is really up to Apple. You need to make sure the user have access to the subscription as long as it's active by reading the Original Purchase Date and Subscription Expiration Date field from each receipt entry and determining the start and end dates of the subscription.

A: Answering question 1, you can verify subscription receipts in the same way as other IAP, but you'll need to check it periodically to see if the subscription has expired (the verification will tell you if it's expired).
There is more info on the Apple docs here:
http://developer.apple.com/library/mac/#documentation/NetworkingInternet/Conceptual/StoreKitGuide/RenewableSubscriptions/RenewableSubscriptions.html

A: Actually, Apple's auto-renewable subscription system does offer upgradeable plans.
To achieve this we simply should add duration in existing Auto-Renewable Subscription. Every Auto-Renewable Subscription could be family of Subscriptions so whenever developer wants to achieve upgradation in subscription he should add duration in  existing Auto-Renewable Subscription with different productID.
Whenever, user upgrade his plan in between the month then his upgrade plan will be automatically works from next month.

A: Answering to your question #1
Recently Apple launched a feature to enable server notification whenever the subscription is renewed. However, the subscription should be in-app.
See the links given below for your reference:
https://help.apple.com/itunes-connect/developer/#/dev0067a330b
&
https://itunespartner.apple.com/en/apps/news/45333106?sc_cid=ITC-AP-ENREC

A: We Need to Check Cancellation-Date provided in Receipt.


Up-cycle objects that you don't need anymore!
Here's a list of various gifts that can help our animals: food, toys and accessories, as well as items for park maintenance.
Food must be unopened and not expired. They can be frozen or fresh, without sauces, butter or salt. It is used for the daily and secondary diets of our primates, porcupines, meerkats, hippos, felines, wolves, bears and otters just to name a few. Useful items include fruits, vegetables, fish, meat, eggs, nuts and dried fruits, honey, jams, syrup, cat and dog food, mealworms and insects.
Utensils such as cutting boards, cutlery, latex gloves and pans are used to prepare meat and cook rations for our animals. We can use ice trays to make « candy » from fruit or blood (for our lions, snow leopards and giraffes) and blenders to make smoothies (for our primates and meerkats). Kettles are used for preparing medications that need to be boiled.
Feel free to bring dog and cat toys, stuffed animals, ropes, kiddie pools or egg cartons for the animals' enjoyment. In terms of accessories: bowls, transport cages, litter, feed (straw, hay, alfalfa), washing supplies (towels, blankets) and medical supplies (tweezers, bandages, gauze).
To help keep our facilities and the enclosures clean: bleach, dish soap, sponges, brooms, squeegees, buckets, mops, trash bags, trash cans and paper towels.
To keep records of all our residents and provide supplies for our keepers: pens, pencils, erasers, printer paper, office chairs, filing bins.
For park maintenance and cleaning, you can bring us shovels, rakes, fans, extension cords, light bulbs, ladders, tools, toolboxes, wheelbarrows, leaf blowers, brush cutters, metal drums and metal chains. Radios are also welcome to prepare 400 daily meals with gusto!
Up-cycle your old cars, tractors, quads or trailers that we'll use to transport food to the animals and clean their enclosures.
Thank you for all your donations, from the whole team at the Parc Animalier d'Auvergne!


text:
Citizens United v. FEC after Five Years
Tenth Anniversary Gala »
Should the government have the power to ban a book if it contains any political advocacy? It took that position, until the Supreme Court ruled in Citizens United v. FEC that Congress could not take away citizen's political speech rights when they band together in corporations and unions. On the fifth anniversary of the Citizens United ruling, top journalists will interview a variety of experts to explore the impact of the case on politics, liberals and the future of the First Amendment.
The Story Behind the Lawsuit
David M. Drucker, Senior Congressional Correspondent, The Washington Examiner (Interviewer)
Michael Boos, General Counsel, Citizens United
The Impact on Parties in the Age of Citizens United: Are Changes Needed?
Peter Overby, NPR News (Interviewer)
Joel Gora, Professor of Law, Brooklyn Law School
Neil Reiff, Founding Partner, Sandler Reiff Lamb Rosenstein & Birkenstock, P.C.
Peter J. Wallison, Arthur F. Burns Fellow, American Enterprise Institute
Should Liberals Support Citizens United?
Stuart Taylor, Jr., Author, freelance writer, and Brookings Institution Nonresident Senior Fellow (Interviewer)
Ira Glasser, former Executive Director, ACLU
Wendy Kaminer, Author, lawyer, social critic, and contributing editor of The Atlantic
Gabe Rottman, Legislative Counsel and Policy Advisor, ACLU
Beyond Citizens United: The Future of Campaign Finance Jurisprudence
Matea Gold, The Washington Post (Interviewer)
Bobby R. Burchfield, Partner, McDermott Will & Emery LLP
Richard H. Pildes, Sudler Family Professor of Constitutional Law, New York University School of Law
Bradley A. Smith, Chairman and Founder, Center for Competitive Politics, Judge John T. Copenhaver Visiting Endowed Chair of Law at the West Virginia University, former FEC Chairman


text:
4.3.2013 Uncategorized
Lil Wayne's 'I Am Not a Human Being II' Debuts at No. 2
A pop megastar and hip-hop icon faced off on the charts this week, but only one came out on top.
Lil Wayne's album I Am Not a Human Being II enters at No. 2 on the Billboard 200, selling 217,000 copies in its first week, according to Nielsen SoundScan. The project features the hit single "Love Me," plus collaborations with 2 Chainz, Nicki Minaj, and Juicy J.
The first I Am Not a Human Being was released in September 2010 while Weezy was in jail, but still opened at No. 2 with first-week digital sales of 110,000 downloads. Following its physical release in October, the album sold 125,000 copies and jumped to No. 1 on the Billboard 200.
The Young Money rapper's previous album, Tha Carter IV, opened at No. 1 in September 2011 with sales of 964,000 copies.
But Weezy was no match for Justin Timberlake, whose 20/20 Experience holds at No. 1, selling an additional 318,000 copies in his second week. The album has sold a combined 1.29 million in only two weeks, becoming the best-selling album this year.
Beyoncé Teases 4.4.13 Announcement
Get ready, BeyHive. Beyoncé has posted a brief video teasing an announcement on 4.4.13 at 9 a.m. EST. …
Video: Iggy Azalea – 'Slo'
Iggy Azalea steals the screen in the avant-garde video for "Slo." In the Rankin-directed clip, the Wilhelmina model looks …


text:
Q: Assigining objects from a list with a For-Loop in r I'm attempting to use a for loop to run a function on several data frames that will change, rename, and then delete the originals. Everything works within the function but I am having some trouble coming up with the syntax on how to run the for loop. I have written a simple example that recreates my issue:
Sample_1<-c(1,2,3,4)
Sample_2<-c(2,4,6,8)
Sample_3<-c(11,13,15)
Samples<-c(1,2,3)
for (i in Samples){
  assign(paste0("Mean_",i),mean(paste0("Sample_",i)))
}

Thanks up front for any help with this.

A: The problem is in the mean statement - it's trying to find the mean of the string, not the actual variable.  Try adding a get statement.
for (i in Samples){
  assign(paste0("Mean_",i),mean(get(paste0("Sample_",i))))
}


text:
Q: nhibernate QueryOver not throwing exception when mapping is missing Can anyone explain what's the idea behind nHibernate QueryOver not throwing exception when there is no mapping for used class? Let's say i have a FakeClass class and no mapping defined, code below executes without exception.
var result =  session.QueryOver<FakeClass>()
                     .Where(x => x.Name == "SomeName").List();

A: well it's a reported bug: https://nhibernate.jira.com/browse/NH-2829
hope it won't end like this : https://nhibernate.jira.com/browse/NH-2183

A: Does FakeClass exist as a table in the database? If so, i would  think that Fluent's automapping feature would map to it as designed.


text:
<?xml version="1.0" ?>
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">

<link rel="stylesheet" type="text/css" href="../../scineplex.css">
<title></title>
<link rel="stylesheet" href="../../Active.css" type="text/css" />
<meta http-equiv="content-type" content="text/html; charset=utf-8" />
<link rev="made" href="mailto:" />

NAME

SYNOPSIS

INHERITANCE

DESCRIPTION

NOTICE

METHODS

new

new_from_cache

flush_cache

capture_names

delimiters

errstr

failures

max_capture_number

modifier

modifier_asserted

regular_expression

replacement

source

type

RESTRICTIONS

Ambiguous Syntax

Changes in Syntax

Static Parsing

Non-Standard Syntax

SEE ALSO

SUPPORT

AUTHOR

COPYRIGHT AND LICENSE

NAME

PPIx::Regexp - Represent a regular expression of some sort

SYNOPSIS

 use PPIx::Regexp;
 use PPIx::Regexp::Dumper;
 my $re = PPIx::Regexp->new( 'qr{foo}smx' );
 PPIx::Regexp::Dumper->new( $re )
     ->print();

INHERITANCE

PPIx::Regexp is a PPIx::Regexp::Node.

PPIx::Regexp has no descendants.

DESCRIPTION

The purpose of the PPIx-Regexp package is to parse regular expressions in a manner similar to the way the PPI package parses Perl. This class forms the root of the parse tree, playing a role similar to PPI::Document.

This package shares with PPI the property of being round-trip safe. That is,

 my $expr = 's/ ( \d+ ) ( \D+ ) /$2$1/smxg';
 my $re = PPIx::Regexp->new( $expr );
 print $re->content() eq $expr ? "yes\n" : "no\n"

should print 'yes' for any valid regular expression.

Navigation is similar to that provided by PPI. That is to say, things like children, find_first, snext_sibling and so on all work pretty much the same way as in PPI.

The class hierarchy is also similar to PPI. Except for some utility classes (the dumper, the lexer, and the tokenizer) all classes are descended from PPIx::Regexp::Element, which provides basic navigation. Tokens are descended from PPIx::Regexp::Token, which provides content. All containers are descended from PPIx::Regexp::Node, which provides for children, and all structure elements are descended from PPIx::Regexp::Structure, which provides beginning and ending delimiters, and a type.

There are two features of PPI that this package does not provide - mutability and operator overloading. There are no plans for serious mutability, though something like PPI's prune functionality might be considered. Similarly there are no plans for operator overloading, which appears to the author to represent a performance hit for little tangible gain.

NOTICE

The author will attempt to preserve the documented interface, but if the interface needs to change to correct some egregiously bad design or implementation decision, then it will change. Any incompatible changes will go through a deprecation cycle.

The goal of this package is to parse well-formed regular expressions correctly. A secondary goal is not to blow up on ill-formed regular expressions. The correct identification and characterization of ill-formed regular expressions is not a goal of this package.

This policy attempts to track features in development releases as well as public releases. However, features added in a development release and then removed before the next production release will not be tracked, and any functionality relating to such features will be removed. The issue here is the potential re-use (with different semantics) of syntax that did not make it into the production release.

METHODS

This class provides the following public methods. Methods not documented here are private, and unsupported in the sense that the author reserves the right to change or remove them without notice.

new

 my $re = PPIx::Regexp->new('/foo/');

This method instantiates a PPIx::Regexp object from a string, a PPI::Token::QuoteLike::Regexp, a PPI::Token::Regexp::Match, or a PPI::Token::Regexp::Substitute. Honestly, any PPI::Element will do, but only the three Regexp classes mentioned previously are likely to do anything useful.

Optionally you can pass one or more name/value pairs after the regular expression. The possible options are:

default_modifiers array_reference

This option specifies a reference to an array of default modifiers to apply to the regular expression being parsed. Each modifier is specified as a string. Any actual modifiers found supersede the defaults.

When applying the defaults, '?' and '/' are completely ignored, and '^' is ignored unless it occurs at the beginning of the modifier. The first dash ('-') causes subsequent modifiers to be negated.

So, for example, if you wish to produce a PPIx::Regexp object representing the regular expression in

 use re '/smx';
 {
    no re '/x';
    m/ foo /;
 }

you would (after some help from PPI in finding the relevant statements), do something like

 my $re = PPIx::Regexp->new( 'm/ foo /',
     default_modifiers => [ '/smx', '-/x' ] );
 `
 =item encoding name

This option specifies the encoding of the regular expression. This is passed to the tokenizer, which will decode the regular expression string before it tokenizes it. For example:

 my $re = PPIx::Regexp->new( '/foo/',
     encoding => 'iso-8859-1',
 );

trace number

If greater than zero, this option causes trace output from the parse. The author reserves the right to change or eliminate this without notice.

Passing optional input other than the above is not an error, but neither is it supported.

new_from_cache

This static method wraps "new" in a caching mechanism. Only one object will be generated for a given PPI::Element, no matter how many times this method is called. Calls after the first for a given PPI::Element simply return the same PPIx::Regexp object.

When the PPIx::Regexp object is returned from cache, the values of the optional arguments are ignored.

Calls to this method with the regular expression in a string rather than a PPI::Element will not be cached.

Caveat: This method is provided for code like Perl::Critic which might instantiate the same object multiple times. The cache will persist until "flush_cache" is called.

flush_cache

 $re->flush_cache();            # Remove $re from cache
 PPIx::Regexp->flush_cache();   # Empty the cache

This method flushes the cache used by "new_from_cache". If called as a static method with no arguments, the entire cache is emptied. Otherwise any objects specified are removed from the cache.

capture_names

 foreach my $name ( $re->capture_names() ) {
     print "Capture name '$name'\n";
 }

This convenience method returns the capture names found in the regular expression.

This method is equivalent to

 $self->regular_expression()->capture_names();

except that if $self->regular_expression() returns undef (meaning that something went terribly wrong with the parse) this method will simply return.

delimiters

 print join("\t", PPIx::Regexp->new('s/foo/bar/')->delimiters());
 # prints '//      //'

When called in list context, this method returns either one or two strings, depending on whether the parsed expression has a replacement string. In the case of non-bracketed substitutions, the start delimiter of the replacement string is considered to be the same as its finish delimiter, as illustrated by the above example.

When called in scalar context, you get the delimiters of the regular expression; that is, element 0 of the array that is returned in list context.

Optionally, you can pass an index value and the corresponding delimiters will be returned; index 0 represents the regular expression's delimiters, and index 1 represents the replacement string's delimiters, which may be undef. For example,

 print PPIx::Regexp->new('s{foo}<bar>')-delimiters(1);
 # prints '<>'

If the object was not initialized with a valid regexp of some sort, the results of this method are undefined.

errstr

This static method returns the error string from the most recent attempt to instantiate a PPIx::Regexp. It will be undef if the most recent attempt succeeded.

failures

 print "There were ", $re->failures(), " parse failures\n";

This method returns the number of parse failures. This is a count of the number of unknown tokens plus the number of unterminated structures plus the number of unmatched right brackets of any sort.

max_capture_number

 print "Highest used capture number ",
     $re->max_capture_number(), "\n";

This convenience method returns the highest capture number used by the regular expression. If there are no captures, the return will be 0.

This method is equivalent to

 $self->regular_expression()->max_capture_number();

except that if $self->regular_expression() returns undef (meaning that something went terribly wrong with the parse) this method will too.

modifier

 my $re = PPIx::Regexp->new( 's/(foo)/${1}bar/smx' );
 print $re->modifier()->content(), "\n";
 # prints 'smx'.

This method retrieves the modifier of the object. This comes from the end of the initializing string or object and will be a PPIx::Regexp::Token::Modifier.

Note that this object represents the actual modifiers present on the regexp, and does not take into account any that may have been applied by default (i.e. via the default_modifiers argument to new()). For something that takes account of default modifiers, see modifier_asserted(), below.

In the event of a parse failure, there may not be a modifier present, in which case nothing is returned.

modifier_asserted

 my $re = PPIx::Regexp->new( '/ . /',
     default_modifiers => [ 'smx' ] );
 print $re->modifier_asserted( 'x' ) ? "yes\n" : "no\n";
 # prints 'yes'.

This method returns true if the given modifier is asserted for the regexp, whether explicitly or by the modifiers passed in in the default_modifiers argument.

regular_expression

 my $re = PPIx::Regexp->new( 's/(foo)/${1}bar/smx' );
 print $re->regular_expression()->content(), "\n";
 # prints '/(foo)/'.

This method returns that portion of the object which actually represents a regular expression.

replacement

 my $re = PPIx::Regexp->new( 's/(foo)/${1}bar/smx' );
 print $re->replacement()->content(), "\n";
 # prints '${1}bar/'.

This method returns that portion of the object which represents the replacement string. This will be undef unless the regular expression actually has a replacement string. Delimiters will be included, but there will be no beginning delimiter unless the regular expression was bracketed.

source

 my $source = $re->source();

This method returns the object or string that was used to instantiate the object.

type

 my $re = PPIx::Regexp->new( 's/(foo)/${1}bar/smx' );
 print $re->type()->content(), "\n";
 # prints 's'.

This method retrieves the type of the object. This comes from the beginning of the initializing string or object, and will be a PPIx::Regexp::Token::Structure whose content is one of 's', 'm', 'qr', or ''.

RESTRICTIONS

By the nature of this module, it is never going to get everything right. Many of the known problem areas involve interpolations one way or another.

Ambiguous Syntax

Perl's regular expressions contain cases where the syntax is ambiguous. A particularly egregious example is an interpolation followed by square or curly brackets, for example $foo[...]. There is nothing in the syntax to say whether the programmer wanted to interpolate an element of array @foo, or whether he wanted to interpolate scalar $foo, and then follow that interpolation by a character class.

The perlop documentation notes that in this case what Perl does is to guess. That is, it employs various heuristics on the code to try to figure out what the programmer wanted. These heuristics are documented as being undocumented (!) and subject to change without notice.

Given this situation, this module's chances of duplicating every Perl version's interpretation of every regular expression are pretty much nil. What it does now is to assume that square brackets containing only an integer or an interpolation represent a subscript; otherwise they represent a character class. Similarly, curly brackets containing only a bareword or an interpolation are a subscript; otherwise they represent a quantifier.

Changes in Syntax

Sometimes the introduction of new syntax changes the way a regular expression is parsed. For example, the \v character class was introduced in Perl 5.9.5. But it did not represent a syntax error prior to that version of Perl, it was simply parsed as v. So

 $ perl -le 'print "v" =~ m/\v/ ? "yes" : "no"'

prints "yes" under Perl 5.8.9, but "no" under 5.10.0. PPIx::Regexp generally assumes the more modern parse in cases like this.

Static Parsing

It is well known that Perl can not be statically parsed. That is, you can not completely parse a piece of Perl code without executing that same code.

Nevertheless, this class is trying to statically parse regular expressions. The main problem with this is that there is no way to know what is being interpolated into the regular expression by an interpolated variable. This is a problem because the interpolated value can change the interpretation of adjacent elements.

This module deals with this by making assumptions about what is in an interpolated variable. These assumptions will not be enumerated here, but in general the principal is to assume the interpolated value does not change the interpretation of the regular expression. For example,

 my $foo = 'a-z]';
 my $re = qr{[$foo};

is fine with the Perl interpreter, but will confuse the dickens out of this module. Similarly and more usefully, something like

 my $mods = 'i';
 my $re = qr{(?$mods:foo)};

or maybe

 my $mods = 'i';
 my $re = qr{(?$mods)$foo};

probably sets a modifier of some sort, and that is how this module interprets it. If the interpolation is not about modifiers, this module will get it wrong. Another such semi-benign example is

 my $foo = $] >= 5.010 ? '?<foo>' : '';
 my $re = qr{($foo\w+)};

which will parse, but this module will never realize that it might be looking at a named capture.

Non-Standard Syntax

There are modules out there that alter the syntax of Perl. If the syntax of a regular expression is altered, this module has no way to understand that it has been altered, much less to adapt to the alteration. The following modules are known to cause problems:

Acme::PerlML, which renders Perl as XML.

Data::PostfixDeref, which causes Perl to interpret suffixed empty brackets as dereferencing the thing they suffix.

Filter::Trigraph, which recognizes ANSI C trigraphs, allowing Perl to be written in the ISO 646 character set.

Perl6::Pugs. Enough said.

Perl6::Rules, which back-ports some of the Perl 6 regular expression syntax to Perl 5.

Regexp::Extended, which extends regular expressions in various ways, some of which seem to conflict with Perl 5.010.

SEE ALSO

Regexp::Parser, which parses a bare regular expression (without enclosing qr{}
, m//, or whatever) and uses a different navigation model.

SUPPORT

Support is by the author. Please file bug reports at http://rt.cpan.org, or in electronic mail to the author.

AUTHOR

Thomas R. Wyant, III wyant at cpan dot org

COPYRIGHT AND LICENSE

Copyright (C) 2009-2012 by Thomas R. Wyant, III

This program is free software; you can redistribute it and/or modify it under the same terms as Perl 5.10.0. For more details, see the full text of the licenses in the directory LICENSES.

This program is distributed in the hope that it will be useful, but without any warranty; without even the implied warranty of merchantability or fitness for a particular purpose.