#printing java character patterns

[souhaillaghchimdev]

Text Processing Software Development

Text processing is one of the oldest and most essential domains in software development. From simple word counting to complex natural language processing (NLP), developers can build powerful tools that manipulate, analyze, and transform text data in countless ways.

What is Text Processing?

Text processing refers to the manipulation or analysis of text using software. It includes operations such as searching, editing, formatting, summarizing, converting, or interpreting text.

Common Use Cases

Spell checking and grammar correction

Search engines and keyword extraction

Text-to-speech and speech-to-text conversion

Chatbots and virtual assistants

Document formatting or generation

Sentiment analysis and opinion mining

Popular Programming Languages for Text Processing

Python: With libraries like NLTK, spaCy, and TextBlob

Java: Common in enterprise-level NLP solutions (Apache OpenNLP)

JavaScript: Useful for browser-based or real-time text manipulation

C++: High-performance processing for large datasets

Basic Python Example: Word Count

def word_count(text): words = text.split() return len(words) sample_text = "Text processing is powerful!" print("Word count:", word_count(sample_text))

Essential Libraries and Tools

NLTK: Natural Language Toolkit for tokenizing, parsing, and tagging text.

spaCy: Industrial-strength NLP for fast processing.

Regex (Regular Expressions): For pattern matching and text cleaning.

BeautifulSoup: For parsing HTML and extracting text.

Pandas: Great for handling structured text like CSV or tabular data.

Best Practices

Always clean and normalize text data before processing.

Use tokenization to split text into manageable units (words, sentences).

Handle encoding carefully, especially when dealing with multilingual data.

Structure your code modularly to support text pipelines.

Profile your code if working with large-scale datasets.

Advanced Topics

Named Entity Recognition (NER)

Topic Modeling (e.g., using LDA)

Machine Learning for Text Classification

Text Summarization and Translation

Optical Character Recognition (OCR)

Conclusion

Text processing is at the core of many modern software solutions. From basic parsing to complex machine learning, mastering this domain opens doors to a wide range of applications. Start simple, explore available tools, and take your first step toward developing intelligent text-driven software.

[herovired12]

Pattern programs in Java are exercises that involve printing various shapes and designs using loops and conditional statements. These programs help developers enhance their logical thinking and problem-solving skills. Common patterns include triangles, squares, and diamond shapes, often created through nested loops, showcasing the versatility of Java in graphical output. Check here to learn more.

[topjavatutorial-blog]

25+ Java programs for printing Number, Character Patterns

25+ Java programs for printing Number, Character Patterns

In Java, we can use for loop, while loop or do-while loops to print different number, alphabets or star patterns programs. The following programs demonstrate the same by creating triangle, rectangle or other patterns. Pattern 1 : Printing Floyd’s triangle pattern Floyd’s triangle is a right-angled triangular array of natural numbers. It is named after Robert Floyd. It is defined by filling the…

[mysticsparklewings]

Blue Java Bananya

Well here's something I wasn't planning on making at all! This year certainly started off with a bang!, and not a good one, what with my drawing tablet going kaput on me. But at the very least, thanks to my brother I have a temporary solution. He was able to get his hands on a Surface Pro 3 through work, and after acquiring a stylus I've been working on adapting to it for the time being. It's taking a lot of getting used to, but I'd rather have to get used to this than have nothing at all until next century when I can afford a more proper replacement. Anyway. That whole fiasco just depressed and stressed me out to no end, among other life things. For my birthday, I was gifted a DVD of Bananya, a show about, you guessed it--banana cats like the one I've drawn here. I watched the whole thing (about 40 minutes, the episodes are pretty short) in one sitting, and for that time I was able to forget about everything that was worrying me and just enjoy some cute fruit kitties and simple fun. No over-the-top, save-the-world plot, no complicated character dynamics, no overcoming past trauma, just fun and cute. I knew about Bananya for a while, as a couple of years ago I got my hands on a couple of plushies before I even knew the show existed; I just thought the concept of cat-bananas with velcro peels was adorable. It was only later when I was wondering where they originated from that I found out there was a show, and subsequently that the only way to watch the English dub was on the DVD. (No offense to anyone that prefers subs over dubs; I just have a really hard time splitting my attention between what's happening and who's saying what and trying to read the text. Plus I have a hard time sitting down and just watching a show and doing nothing else; dubbed makes it possible for me to do other things and not have to stare at the screen and hope I can read fast enough.) Since I had bananas on the brain after that and it's a really simple and cute art style, I decided to test out getting accustomed to the Surface Pro that I'd draw a little Bananya OC of sorts. In the show, the bananyas are named more so for the cat part of their appearance, usually, but I wanted mine to stand out a bit more and I'm pretty sure that if they aren't already that eventually, all the default cat-pattern names are going to be canonically taken. So I went and I looked up strange/different types of bananas and discovered the blue java or "ice cream" banana, which has a bluish tint to the peel when it's young, and because of it's vanilla taste and creamy texture, it's actually offered as a healthier alternative to ice cream in areas where it's more commonly found (hence the nickname). And now I really want to try one but I haven't the foggiest idea where I'd find them here in the states. My other option was a red/pink variety and the show already has at least 2 bananyas with pink peels and one with pink on her head, so I took the blue banana and ran with it. (Although upon further inspection, I think the newer bananya episodes they're currently working on that haven't been dubbed yet feature one with a blue banana peel so I may still not be completely unique here despite my efforts.) I went with more of a teal/greenish-blue as opposed to a more "true" blue, since even in pictures while the blue java is definitely blue compared to the average banana, it's not blue like a blue raspberry candy is blue. They're actually a pretty pastel kind of almost mint color-- And suddenly, as I'm typing this I think I better understand why vanilla Tootsie Rolls come in a blue wrapper...are they based on these bananas?? Does anybody know?? --*ahem* As I was saying... The bananas, from what I understand, also lose/fade that blue color as they mature. Which would explain why I couldn't seem to find a picture of a peeled Blue Java banana that had that same pastel-colored peel. But I went with it anyway. (This is a show about banana cats, I don't think we have to be 100% scientifically accurate here.) I also added some black spots to the cat part of my bananya, as I haven't seen a white-with-black-spots one in canon material and I have a bit of soft spot for black-and-white kitties in particular. And while I have had second thoughts that maybe her name should be "ice cream bananya" instead (for the reasons I went over earlier about the real bananas), I ultimately when with Blue Java Bannaya, as it very on-the-nose like the other bananya names, and in a way I think the "java" part fits with the black spots. But that's mostly just because java makes me think of "java chip frappucino" from Starbucks, which makes me think of chocolate chips, which are usually dark spots in cookies...see where I'm going with this? Though on the other hand, the black and white also kinda makes me think of Oreos, which would tie-in with the ice cream thing because usually Cookies n Cream ice cream is made with Oreos or knock-off Oreos, so I suppose it would've been equally fair to name her "Cookie Bananya" or something... Eh, for now, she stays as Blue Java. Or just "Java" for short. It was pretty straight forward to draw her, as I mentioned that the bananya style is pretty simple. Dare I say minimal? The main struggles I had boiled down to the learning curve with the Surface Pro and the new stylus. The pen pressure, maybe obviously, isn't as good as I'm used to, and the disparity between the tip of the pen and where the cursor actually is is different, and I think there's a little bit of lag when I'm drawing but that might be more to do with me having the stabilizer turned up a bit higher than normal in trying to compensate for the other issues. Still, I was at least able to manage for something as simple as this. I am admittedly horrified at the prospect of one of my usual, more complex digital drawings though...learning curves and baby steps... I'm not happy about the tablet situation, but at least the bananya is cute so I can focus on that instead. I do sincerely hope I'm very wrong about how long I'm going to be using this new set-up for though, because the way things are going it's going to be a very long time before I have the option of a better alternative... ____ Artwork/Character © me, MysticSparkleWings I do not own Bananya ____ Where to find me & my artwork: My Website | Commission Info + Prices | Ko-Fi | dA Print Shop | RedBubble |   Twitter | Tumblr | Instagram

[btechgeeks]

Java Program to Print Alphabet Y Star Pattern

User input character. Static star character.

These are the methods for java program to print alphabet Y star pattern.

#Java Program to Print Alphabet Y Star Pattern

[aurosoft-technologies]

Java Star Pattern Program | How to solve pattern program in JAVA | How to Print Pattern in Java | Program 003 . . pattern program in java number pattern program in java using for loop odd number pattern program in java triangle pattern program in java character pattern program in java string pattern program in java java pattern programs . .

#aurosofttechnologies #javatutorial #starpatterns #pattern #practical #aurosoft #patternprogram #tringleprogram

[mainsminder]

Test regex

Static Pattern compile(String regex, int flags)Ĭompiles given regex using specified flags and returns pattern. Returns compiled representation of the regex. The following table shows the methods provided by the Pattern class that is commonly used. Pattern class defines the pattern for the regex engine which can then be used to match with the input string. ReplaceAll method:She sells sea pearls on the sea shore with pearls Regex Pattern Class In Java ReplaceFirst method:She sells sea pearls on the sea shore with shells Input string: She sells sea shells on the sea shore with shells InputString = matcher.replaceAll("pearls") use replaceAll method to replace all occurrences of pattern (" replaceFirst method:" + inputString) InputString = matcher.replaceFirst("pearls") Matcher matcher = pattern.matcher(inputString) String inputString = "She sells sea shells on the sea shore with shells" Let’s see an example of the usage of some of these methods. Regular Expression Implementation Example Return the string representation of the current matcher. Replace the first matching subsequence of the input sequence by the specified replacement string. Replace all subsequences of the input sequence that match the pattern by given replacement string. Return the total number of matched subsequence. Returns end position/index of matched subsequence. Gives the starting index of matched subsequence and returns it. This is captured in the earlier match operation by capturing the group with the specified name. Returns the subsequence matching the pattern. Same as find () but finds the expression to be matched from the given start position. This method finds the next expression to be matched to the pattern. Returns the pattern that the matcher interprets. It has more methods but we have listed only the important methods below. Given below are the common methods of the Matcher class. Matcher acts as a regex engine and is used to perform the exact matching of a character sequence. The matcher class implements the MatchResult interface. Pattern found from 15 to 19 Regex Matcher In Java ("Pattern found from position " + m.start() + print the start and end position of the pattern found The output prints the start and end position in the string where the pattern is found. In the below program we have a simple string as a pattern and then we match it to a string. Let’s implement a simple example of regex in Java. MatchResult Interface: The MatchResult interface determines the regex pattern matching result. An object of type PatternSynta圎xception returns an unchecked exception indicating a syntax error in regex pattern. PatternSynta圎xception: This class defines an unchecked exception. It provides the matcher () method that returns a Matcher object. Like Pattern class, this class also does not provide any public constructors. Matcher Class: The Matcher class object matches the regex pattern to the string. The Pattern class does not have any public constructors but it provides static compile () methods that return Pattern objects and can be used to create a pattern. Pattern Class: A pattern class represents the compiled regex. The package provides one interface and three classes as shown below: But we can work with regular expressions by importing the “ ” package. Java language does not provide any built-in class for regex. Thus after finding the first match aba, the third character ‘a’ was not reused. Thus once a source character is used in a match, we cannot reuse it. Applying the regex from left to right, the regex will match the string “ aba_aba_”, at two places. So now we have to apply this regex to the string. Let’s assume that a regex ‘aba’ is defined. What we do is we apply the pattern to the text in a ‘left to right’ direction and the source string is matched with the pattern.įor example, consider a string “ ababababab”. When we analyze and alter the text using a regex, we say that ‘we have applied regex to the string or text’. Now given a pattern to search for, how exactly does the regex works? Hence, we always require regex to facilitate searching for the pattern. So in a computer application, we may have a continuous requirement of manipulating various patterns. Why do we search for a pattern in a string? We might want to find a particular pattern in a string and then manipulate it or edit it. Regular Expression Implementation ExampleĪ regular expression is mainly used to search for a pattern in a string.

[inlarn]

Basic hello world program in java

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Write a java program to convert temperature from Celsius to Fahrenheit

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[siva3155]

300+ TOP PERL SCRIPTING Objective Questions and Answers

PERL SCRIPTING MULTIPLE CHOICE Questions :-

1. When you’re pattern matching, you describe the pattern using: A. A string in double quotes B. A MySQL select statement C. A regular expression D. A template Ans: C 2. Perl is: A. A type of interactive web page B. A programming language C. An application program D. A relational database Ans: B 3. The printf format “%6.2f” displays a number … A. At least six columns wide in total, with two figures after the decimal place B. Exactly six digits before the decimal place, and two digits after C. At least six digits before the decimal place, and two digits after D. Exactly six columns wide in total, with two figures after the decimal place Ans: A 4. The statement open (FH,”abc.txt”); A. opens the file abc.txt for overwriting B. opens the file abc.txt for reading C. contains an error, so won’t compile D. opens the file abc.txt for appending Ans: B 5. When you create a variable, you may assume it starts off containing: A. 1 B. You may not make any assumption C. The boolean value “false” D. A null string (or 0 arithmetically) Ans: D 6. Which brackets do you use to change the order of precedence of operations? A. Curly braces B. Square brackets C. Round brackets D. You don’t use brackets in Perl – you write in RPN (Reverse Polish Notation) Ans: C 7. Which of the following tests if the string held in $qn includes the word “perl”? A. if ($qn =~ /perl/) ….. B. if ($qn == “perl”) …. C. if ($qn = “perl”) ….. D. if ($qn eq “perl”) ….. Ans: B 8. Which of these is NOT available for Perl: A. Perl, legally, for free B. Individual and site licenses C. Full documentation of the language which you can print out yourself D. A Carribean cruise in 2006 on which you can meet some of the Perl gurus. Ans: C 9. Perl was first released in: A. 1978 B. 1998 C. Perl hasn’t yet been released D. 1988 Ans: D 10. What will be printed by the code below? 58% on 4261 times asked my $val = ‘x’; print ref($val); A. SCALAR B. empty value C. STRING D. “not a reference” Ans: B

PERL SCRIPTING MCQs 11. What is a file handle used for? A. Reading binary data from a file into a scalar variable B. Finding where a file is on the disc C. Accessing a disc file or other input/output stream D. Deleting, moving or renaming a file Ans: A 12. The “%” operator returns: A. The larger of two numbers e.g. 200 % 20 would return 200 B. A percentage of a number e.g. 200 % 20 would return 40 C. The remainder when one number is divided by another D. The remainder when one number is divided by another e.g. 18 % 7 would return 5 Ans: C 13. What is Perl? A. Practical Extraction and Report Language B. Practice for Exclusive and Report Language C. Practical Extraction and Report Learning D. Practical Exclusive and Report Language Ans: A 14. Which of the following is used in perl? A. else if B. elseif C. elsif D. elif Ans: C 15. The $_ variable A. holds the last pattern matched. B. holds the output field separator. C. identifies the current command line argument. D. none of the above is correct. Ans: D 16. The getdir command A. Reads a single file name from an open directory handle. B. Reads the rest of the file names from an open directory handle. C. Only works after anopendir command. D. Is not a perl command. Ans: D 17. The value of the expression $yards += 10 A. is 10. B. is true. C. cannot be determined from the information given. D. relies on which command line arguments were used. Ans: C PERL SCRIPTING Objective type Questions with Answers 18. $x = @y assigns$x the third, fourth and fifth elements of the y array concatenated together. A. assigns$y to $x. B. assigns$y to $x. C. assigns 3 to$x. Ans: B 19. Which of the following commands will turn a scalar ($str)into an array of characters? A. @a = split($str). B. @a = split(/\s/, $str). C. This task can be done in Perl but none of the above commands do it. Ans: C 20. A. more than one of the above is correct. B. identifies any command line arguments starting with a-. C. will read the standard input if no arguments are listed on the command line. D. can be used to read each line in every file name listed on the command line. Ans: A 21) In Perl, a/n ________ is a special character or a sequence that will define the number of times the previous character or sequence appears. a) character class b) metacharacter c) assertion d) quantifier Ans: d 22) In Perl, the following will result in which of the following, if the prize is currently “5 dollars” print ‘You won $prize’; a) You won $5.00 b) You won 5 dollars c) You won $prize d) You won $5 Ans: c 23) In Perl, the words function and subroutines are used interchangeably. a) True b) False Ans: a 24) In Perl, which of the following are file handles? a) stdquit b) stdend c) stdin d) stdout e) C&D Ans: e 25) In Perl, which switch is used for printing out warnings about typographical errors in your script? a) -P b) -W c) -p d) -w Ans: d 26) In Perl, “stat” returns a thirteen element array with which of the following values? a) Perl version ID b) Web server ID c) Last access d) Inode number e) C&E Ans: e 27) CGI is a programming language. a) True b) False Ans: b 28) In Perl, scalar variables always begin with a ________ sign. a) # b) @ c) % d) $ Ans: d 29. What will be printed by the code below? my $val = {}; print ref($val); A. empty value B. ARRAY C. HASH D. SCALAR E. True Ans: C 30. What will be printed by the code below? my @a = (0, 1, 2); my $b = @a; print $b; A. 0 B. 1 C. 2 D. 3 E. 0 1 2 Ans: D 31. What output will be generated by this statement: print(“Hello\nworld\n\nThis is Perl\n”);? A. Hello world This is Perl B. Hello world This is Perl C. Hello World This is Perl D. Hello world\n\nThis is Perl Ans: C 32. What is the result of this script: $a = “This is Perl”; $b=”This is Perl\n\n”; chomp($a); chomp($b);? A. $a contains “This is Perl”; $b contains “This is Perl\n” B. $a contains “This is Per”; $b contains “This is Perl\n” C. $a contains “This is Perl”; $b contains “This is Perl” D. $a contains “This is Perl\n”; $b contains “This is Perl\n” Ans: A 33. What will be the value in the variable $a after these two statements: $a = “Hello”; $a = “world”;? A. “Hello world” B. “Helloworld” C. “Hello” D. “world” Ans: D 34. I want to write an appointment manager program for Microsoft Windows users. It must have a GUI, it must be very fast, and it depends on special GUI features found on only Microsoft Windows. What is the best language for the job? A. Perl B. Java C. C++ D. Java, Perl, and C++ are equally good for the job. Ans: C 35. There is another popular scripting language called Python. Like Perl, it reads and runs scripts in one step instead of compiling them ahead of time. What would I need on my computer to use Python? A. A Python compiler B. A Python editor C. A Python virtual machine D. A Python interpreter Ans: D PERL SCRIPTING Questions and Answers Pdf Download Read the full article

[nofomoartworld]

Hyperallergic: The Eclectic Objects that Inspired Matisse’s Art

Henri Cartier-Bresson, “Matisse with his collection of Kuba cloths and a Samoan tapa on the wall behind him, Villa La Rêve, Vence” (1944) (© Henri Cartier-Bresson/Magnum Photos, image courtesy Museum of Fine Arts, Boston)

BOSTON — In 1944, Henri Cartier-Bresson photographed Henri Matisse in his studio surrounded by curious objects: a pewter jug with a swirling design, a Samoan tapa, Chinese porcelain, Kuba cloths, seashells, a bird cage, and a 14th-century head carved from stone. Obviously Matisse loved beautiful, well-designed objects and had collected more than 200 by his death in 1954. In his mind, they were neither decorative baubles nor travel trophies. Rather, they served him as visual references that opened his mind to new possibilities in seeing and creating.

Matisse in the Studio, at the Museum of Fine Arts, Boston, is the first exhibit to focus specifically on Matisse’s objects and how they influenced his art making. Thirty-nine are paired with the paintings, drawings, bronzes, and cut-outs they either influenced or appeared in.

Vase, artist unknown, Andalusia, Spain (early 20th century), blown glass (Ancienne collection Henri Matisse, former collection of Henri Matisse, Musée Matisse, Nice. Bequest of Madame Henri Matisse, 1960. Photo by François Fernandez, image courtesy Musée Matisse / Museum of Fine Arts, Boston)

“Our exhibition is exciting because it allows you to almost step inside the space of the studio and see some of the actual materials that Matisse was looking at and he was inspired by,” said Ellen McBreen, associate professor of art history at Wheaton College and Matisse scholar. She co-curated this exhibit with Helen Burnham, the Pamela and Peter Voss curator of prints and drawings at the MFA, and Ann Dumas, curator of the Royal Academy of Arts in London, where the show will travel to next.

Early in his career, Matisse sought new ways to represent one of his lifelong passions, the human nude form. He said, it “permits me to express my almost religious awe towards life.” Thus, it’s fitting this exhibit opens with Bresson’s photo and an anthropomorphic turquoise vase Matisse found on his 1910 trip to Andalusia. No doubt the artist took pleasure in the vase’s sinuous curves, half-moon handles, and bulbous hips that bring to mind a stoutly woman. It is the central figure in his painting “Vase of Flowers” (1924).

Perhaps the vase liberated Matisse from his academic art training, which required him to draw models exactly as he saw them. He knew the era of straight-on figure representation was over. He had seen the 1901 Vincent van Gogh retrospective at Galerie Bernheim-Jeune and followed Picasso and Braque as they explored Cubism. While he wanted to abstract the human form, he wanted to do it in a simpler, more natural way.

Henri Matisse, “Vase of Flowers” (1924), oil on canvas (bequest of John T. Spaulding, © 2011 Succession H. Matisse, Paris / Artists Rights Society (ARS), 
New York) * Photograph © Museum of Fine Arts, Boston

On his way to Gertrude Stein’s house in 1906, he stopped in a little Parisian junk shop and purchased a hand-carved wooden Vili figure, a tourist reproduction of those used in Congolese healing and fertility rites. He and Picasso were both drawn to its expressive language. That carving appears in Matisse’s 1907 painting “Still Life with African Statuette,” and, for the first time, the painting and object are displayed together.

In 1912, painter Clara T. MacChesney interviewed Matisse for an article in New York Times Magazine, and asked him, “What is your theory on art?” He replied by pointing to a table with a jar of nasturtiums. He said, “I do not paint that table, but the emotion it produces upon me.”

Over the next couple of years, Matisse would purchase 20 masks and figurines made in Northern and Central Africa. He took a cruder and more direct approach in depicting nudes, as seen in “Young Women,” a bronze from 1907-08. Critics reacted harshly to it and similar works, saying that Matisse strained in his abstraction and these works were “ugly” and the colors “cruel.”

Matisse in the Studio installation view at the Museum of Fine Arts, Boston, Ann and Graham Gund Gallery (photograph © Museum of Fine Arts, Boston)

Matisse noted that some African works depicted the human form as genderless or possessing both female and male characteristics. Thus, he decided to apply this idea in the bronze “Young Women.” From one angle, the two figures appear to be women embracing. From another angle, one figure rises a bit taller and has a more wide-legged stance and mannish appearance.

“Why?” MacChesney asked Matisse during their interview, when she spotted a lumpy and crudely formed female figure, from this same generation of sculptures. Matisse reached for a Javanese statue with a disproportionately large head and asked, “Is not that beautiful?” She thought not. Likely he was being coy with her, knowing she didn’t see the human body could be beautiful and expressive without being classically rendered.

Henri Matisse, “Marguerite” (1906–1907), oil on canvas (on loan from the National Musée Picasso, Paris RF 1973‑33, donation Picasso, © Succession H. Matisse / Artists Rights Society (ARS), New York, photo © RMN-Grand Palais / Art Resource, New York, image courtesy, Museum of Fine Arts, Boston)

The tribal sculptures also inspired Matisse to reinterpret portraits. In painting his 13-year-old daughter, “Marguerite” (1906-07), he wanted to evoke the emotions of innocence and childhood. So he created her portrait with the simplicity of a child’s painting with flattened features, minimal details, and even what seems like a mistake — a profile nose on a frontal face. Even the letters of Marguerite’s name across the top are scrawled as though an inexperienced hand drew them.

Yet the face looks more like a woman’s, and Matisse knew very well his daughter was growing up. In the portrait, the girl wears a black velvet choker, which seems to separate her body from her head, as if she’s wearing a mask. Coincidentally, when Matisse and Picasso decided to trade paintings, Picasso chose this one. He hung it in his studio next to a Punu mask. Perhaps he saw the mask too.

Some accuse the modernists of having culturally pillaged tribal art, while others point out that the African artists and cultures went mostly unattributed. This exhibition, which alludes to but doesn’t explicitly discuss these tensions, aims to put Matisse’s influences front and center.

Window screen (Haiti), artist unknown, North Africa (late 19th‑early 20th century), cotton plain weave cut and appliquéd to bast fiber cloth (former collection of Henri Matisse en dépot, Musée Matisse, Nice. Photo by François Fernandez, image courtesy, Musée Matisse / Museum of Fine Arts, Boston)

Matisse had a lifelong appreciation of fine tapestries, which began during his student days at École Quentin De La Tour, a textile designing school near Belgium. After he’d traveled to Morocco and Spain and saw an exhibit of Islamic art in Munich, he became enamored with Islamic architecture, design, and fabrics. He acquired at least a half-dozen haitis, which are sumptuous, pierced, and appliquéd textiles that often bear a mihrab motif — the arch shapes and latticework found in the niches of mosques.

In “The Moorish Screen” (1921), Matisse places a blue-green haiti in the room’s corner, hiding the juncture where two walls meet. Doing this envelopes the two women, dressed in pale, simple frocks, in a rich collage of patterns and jeweled colors. The eye normally tracks towards human figures, but here it’s drawn to the room’s lively décor where it spins before going towards the women.

Henri Matisse, “The Moorish Screen” (1921), oil on canvas (Philadelphia Museum of Art, bequest of Lisa Norris Elkins, 1950. Image courtesy the Philadelphia Museum of Art, © 2017 Succession H. Matisse / Artists Rights Society (ARS), New York, courtesy, Museum of Fine Arts, Boston)

One of most fascinating connections made in this exhibit comes from a 19th-century wood panel on which four Chinese calligraphy characters are made with quick, lyrical gestures. A 1951 photograph by Philippe Halsman shows Matisse making cut-outs in bed. Above him hangs this calligraphy panel, and below each character hangs one of Matisse’s gestural nude drawings, much like those in his “Acrobat” series. By this point in his life, he worked spontaneously, reducing the human form to a few lines, and showing complete total control over his application of ink.

Searching for source materials, Matisse traveled extensively and gathered works from China, Egypt, Morocco, Java, Tangiers, the Congo, Europe, and elsewhere. He had eclectic tastes and could find beauty and inspiration just as easily in a silver chocolate pot as a disproportionate statuette. Matisse was interested in how other cultures viewed life, thought about gender, and expressed beauty. His abstraction of the figure and borrowing from other cultures may have baffled viewers at the onset, but over time such experiments would become the hallmarks of modernism.

Matisse in the Studio continues at the Museum of Fine Arts (MFA), Boston (465 Huntington Ave, Boston) through July 9. 

The post The Eclectic Objects that Inspired Matisse’s Art appeared first on Hyperallergic.

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[rafi1228]

Variables, Functions and Functional Programming, Closures, Decorators, Modules and Packages

What you’ll learn

An in-depth look at variables, memory, namespaces and scopes

A deep dive into Python’s memory management and optimizations

In-depth understanding and advanced usage of Python’s numerical data types (Booleans, Integers, Floats, Decimals, Fractions, Complex Numbers)

Advanced Boolean expressions and operators

Advanced usage of callables including functions, lambdas and closures

Functional programming techniques such as map, reduce, filter, and partials

Create advanced decorators, including parametrized decorators, class decorators, and decorator classes

Advanced decorator applications such as memoization and single dispatch generic functions

Use and understand Python’s complex Module and Package system

Idiomatic Python and best practices

Understand Python’s compile-time and run-time and how this affects your code

Avoid common pitfalls

Requirements

Basic introductory knowledge of Python programming (variables, conditional statements, loops, functions, lists, tuples, dictionaries, classes).

You will need Python 3.6 or above, and a development environment of your choice (command line, PyCharm, Jupyter, etc.)

Description

******

Note: This is not a beginner course. Please see prerequisites (or second lecture) before signing up!

Also, Section 2 is a brief review of basic Python, if you are comfortable with Python, please skip it, and start with Section 3

*******

If you’re looking at this course, you are already interested in Python, and I’m not going to sell you on it.

You already know that this popular language is great for solving a huge variety of tasks from REST api development, system scripting, numerical analysis, manipulating data, data analysis to machine learning and AI.

But do you want to learn idiomatic Python?

Do you want to understand why certain things work the way they do in Python?

Do you want to learn best practices in Python, and common pitfalls Python developers can fall into?

Do you want to become a proficient Python programmer and well on the way to becoming an expert?

Instead of just giving you a 5 minute explanation of how to do something in Python that barely scratches the surface, leaving you open to bad practices and pitfalls, I will provide you a much deeper understanding of the how and why of various concepts.

I will not only show you various ways to code common patterns, but also show you the Pythonic way to do the same.

This is not about learning library XYZ, or glossing over important Python language features. This course focuses on the Python language and the standard library which provides a huge amount of functionality – something you should know about before reaching for 3rd party libraries.

Here you’ll start learning what it takes to become an expert Python developer, and the best resources to dive even deeper if you need to.

We look at a variety of topics in detail.

For example, numbers: Next time you have to use real numbers in your application you’ll truly understand why floats behave the way they do and whether you should use a Decimal or Fraction instead (and know how to do it).

Do you know why you should almost never use equality testing (==) with floats? 0.1 + 0.1 + 0.1 == 0.3 –> False!

Do you know why the float 0.1  actually looks like: 0.100000000000000005551115123126 whereas 0.125 is stored exactly as 0.125000000000000000000000000000?

Do you understand integer division and the mod (%) operator? For negative numbers? Do you want to understand why they behave that way and avoid potential bugs in your code?

For example:

2 % 3 –> 2 -2 % 3 –> 1 2 % -3 –> -1

and

10 // 3 –> 3 -10 // 3 –> -4 -10 // -3 –> 4

Do you truly understand how the boolean operators work? Do you know what this code does: a = True b = False

x = a or b x –> True

Good. How about this?

a = None b = ‘python’

x = a or b x –> ‘python’

Do you want to know why?

Do you know about Python’s associated truth values (truthiness)? And how to leverage this to write cleaner, more Pythonic, code?

How about comprehensions? Would you rather learn to code this way:

def sum_cubes(lst): sum = 0 for i in range(len(lst)): sum = sum + lst[i] ** 3 return sum

or this way:

def sum_cubes(lst): return sum(e ** 3 for e in lst)

Or converting a string into a list of tuples with the index and characters?

The non-Pythonic way to do it: lst = [] for i in len(lst(s)): lst.append((i, s[i]))

or the Pythonic way:

lst = list(enumerate(s))

And 9 times out of 10, you probably don’t  even need the list there!

Do you want to know how to fully leverage the hyper flexible way to specify function arguments in Python?

Do you understand this? def my_func(a, b=10, *args, key1, key2=None, **kwargs)

Do you want to learn how to pack and unpack arguments? And iterables in general?

Do you know what this does? a, b, *_, x, y = some_list

or this? x, y = y, x x, y, z = y, z, x

Do you want to know why using a mutable type for function parameter defaults is dangerous? Or a function call? But also learn where you can use it to your advantage?

Can you spot the problem in this “logging” function?

def log(msg, event_time = datetime.utcnow()): print(f'{event_time}: {msg}’)

log(‘message 1’) # 5 minutes later… log(‘message 2’)

Why is the time the same in both cases?

Do you know how to make your custom classes support ordering operators (like <, <=, >, >=, == and !=)? Would you like to know how you can write your own decorator to add this functionality to your classes without having to specify all the possible ordering operators? Or how about using the one that Python’s standard library provides us! How about using decorators to speed up certain function calls using a technique called memoization?

Do you want to learn more about the map, reduce and filter functions? And how comprehensions all but eliminate the need to use them? Or how about partial functions and lambda equivalents? The operator module?

Speaking of lambdas? How about the difference between a “standard” function and a lambda expression?

def say_hello(name): return f’Hello {name}!’

vs

say_hello = lambda name: f’Hello {name}!’

Hint: they’re the same thing! Lambdas are NOT closures by the way.

Do you think everything needs to be a class? Especially if you have a background in languages such as Java or C#? Welcome to Python’s first-class functions and decorators!

Speaking of decorators, do you know how to create one?

Can you now extend this to create decorators that can also accept parameters? How about decorating classes? Or decorating functions using decorator classes?

Do you know what the @wraps decorator does? Do you want to know how it does that? The next time you encounter decorators you’ll understand exactly how they work – they’re not magical, and actually very easy once you have understood what closures are, how they work, and how we can leverage them and the fact that Python is a dynamic language.

Single dispatch generic functions? What are they? How do we create them ourselves? What’s in the standard library?

Do you think tuples are just read-only lists? Are you sure a tuple can never change over time? Guess again – we learn the true meaning of immutability and how variables map to objects in memory.

How about using tuples to return multiple values. Or better yet, using named tuples. And specifying default values for your named tuples.

Do you know the difference between a module and a package? namespace packages?

Did you know you can store and run your Python apps directly from inside zip archives?

Do you understand what imports do and how you can control the visible portion of your packages using imports? Do you know the difference between the various flavors of import (from … import …, import …, etc)?

In part 1 of this series, we focus on variables, memory references, memory management, and functional programming, covering topics like numeric data types, Boolean and comparison operators, first-class functions, lambdas, closures, decorators, introspection, tuples as data structures and all about namespaces, modules and packages.

This course will also grow over time as I keep adding useful videos on common questions, pitfalls and idiomatic Python (See the extras section). If you have special requests, let me know!

In upcoming parts of this series, we’ll deep dive in topics such as exceptions, iterables and iterators, generators, hash maps (dictionaries and sets), object oriented concepts,  asynchronous programming and meta programming.

All within the context of standard Python and the standard library.

Each topic is usually split into a lecture and coding session. The Jupyter notebooks are fully annotated and available with every coding video, as well as through a GitHub repository.

Who this course is for:

Anyone with a basic understanding of Python that wants to take it to the next level and get a really deep understanding of the Python language and its data structures.

Anyone preparing for an in-depth Python technical interview.

Created by Fred Baptiste Last updated 8/2018 English

Size: 9.57 GB

   Download Now

https://ift.tt/2nohoUU.

The post Python 3: Deep Dive (Part 1) appeared first on Free Course Lab.

[herovired12]

Pattern programs in Java are exercises where developers create geometric patterns using loops and conditional statements. These programs help enhance coding skills by fostering logical thinking and problem-solving abilities. They can range from simple shapes to complex designs, making them a popular practice for beginners and experienced programmers alike. Check here to learn more

[htmartvn]

Máy in bill thanh toán thu ngân Epson TM-T82II, K80, USB, 200mm/s

Epson TM-T82II là máy in hóa đơn thanh toán bằng công nghệ in nhiệt, không cần mực. TM T82 II có tốc độ in lên tới 200mm/s, Đầu in siêu bền, máy vận hành êm, thiết kế nhỏ gọn, có thể treo tường, Đáp ứng yêu cầu xử lý thanh toán thu ngân cho siêu thị, shop, nhà hàng hay các điểm bán lẻ POS.  Đầu in nhiệt, siêu bền Thiết kế nhỏ gọn Tốc độ: Lên tới 200mm/s Tính năng gắn tường Lý tưởng cho nhà bán lẻ vừa và nhỏ Lựa chọn thêm 2 cổng cho máy in ( USB+ SERIAL ; USB+LPT, USB+LAN) Bản in sắc nét, siêu bền từ thương hiệu EPSON danh tiếng

Chất lượng bạn có thể tin tưởng TM-T82II là lựa chọn lý tưởng cho các nhà bán lẻ có khối lượng giao dịch POS thấp. Dựa trên công nghệ in tiên tiến của Epson, nó mang lại chất lượng và độ tin cậy mà Epson được biết đến, đảm bảo một giải pháp in dễ dàng, đáng tin cậy cho người dùng cuối. In nhanh với nhiều tùy chọn TM-T82II in cả văn bản và đồ họa trên biên lai với tốc độ lên tới 200mm / giây. Nó cũng có tính năng in rõ nét, rõ ràng của logo, phiếu giảm giá và mã vạch. Ngoài ra, TM-T82II cung cấp các tùy chọn tiết kiệm giấy có thể giảm mức sử dụng giấy tới 30%. Tiện lợi tất cả trong một TM-T82II đi kèm với mọi thứ bạn cần trong một hộp để cài đặt và cài đặt nhanh chóng. Hộp bao gồm hướng dẫn sử dụng, trình điều khiển, tiện ích, nguồn điện bên ngoài và các công cụ phần mềm dễ sử dụng để tăng tốc độ thiết lập và cài đặt. Ngoài ra, TM-T82II có sẵn với các giao diện chỉ USB + Nối tiếp, USB + Song song hoặc Ethernet. Dễ sử dụng. Dễ bảo trì. TM-T82II đi kèm với nhiều tính năng dễ sử dụng từ nạp giấy và tự động nạp giấy đến đèn LED trạng thái và hơn thế nữa. Và nó cũng cung cấp các vị trí máy in tùy chọn bao gồm ngang hoặc thẳng đứng để phân phối biên nhận trước hoặc đặt dọc tường bằng cách sử dụng giá treo đặc biệt. Được hỗ trợ bởi các nhà lãnh đạo TM-T82II được hỗ trợ bởi các chương trình hỗ trợ và dịch vụ hàng đầu của ngành công nghiệp Epson và đi kèm với bảo hành cơ bản hai năm.

Độ tin cậy bạn có thể đặt niềm tin: Với MCBF (Mean time between failures - Thời gian trung bình giữa các lần hỏng hóc) lên tới 60 triệu dòng, tuổi thọ dao cắt tự động lên tới 1,5 triệu lần cắt và tốc độ in hóa đơn nhanh lên tới 200mm/s, TM-T82II mang lại độ tin cậy tốt nhất trong mô hình kinh doanh có khối lượng công việc nhiều. Dễ dàng lắp đặt TM-T82II được thiết kế để dễ dàng lắp đặt. Ngay cả khi được lắp đặt theo chiều ngang với mặt lưng áp trực tiếp vào tường, nắp máy in vẫn có thể mở được, do đó không cần thêm không gian phụ. Nếu tấm chuyển đổi phụ kiện cho lắp đặt thẳng đứng được sử dụng khi lắp đặt theo chiều thẳng đứng, có thể hoạt động dễ dàng với khả năng hiển thị tốt. Có thể đặt mặt trước TM-T82II vuông góc để lắp đặt vào các thiết bị khác bằng cách gắn giá treo tường vào phía dưới.

Gói tất cả trong một Tất cả các trình điều khiển và phụ kiện cần thiết đều có sẵn trong hộp. Ví dụ như trình điều khiển máy in, phần mềm tiện ích, hướng dẫn sử dụng, cáp kết nối, giá treo tường, chân cao su, tấm chuyển đổi để lắp đặt thẳng đứng và nắp công tắc nguồn chống nước. CD-ROM bao gồm các trình điều khiển cho Windows® / Linux® / Mac OS® X, trình điều khiển cổng ảo, OPOS™, OPOS cho .NET™, và Java POS™.

Thông số kỹ thuật từ NSX:

MODEL NAME TM-T82II PRINT METHOD Thermal line printing PRINT FONT Font A: 12 × 24 / Font B: 9 × 17 COLUMN CAPACITY (columns) Standard: Paper width 80mm: 48/64; Paper width 58mm: 35/46 42 Column Mode: Paper width 80mm: 42/60; Paper width 58mm: 42/31 CHARACTER SIZE (mm) Font A: 1.25 (W) ×3 (H), Font B: 0.88 (W) ×2.13 (H) CHARACTER SET 95 Alphanumeric, 18sets International, 128 × 43 Extended Graphics Bar code : UPC-A, UPC-E, JAN13(EAN13), JAN8(EAN), CODE39, ITF, CODABAR(NW-7), CODE93, CODE128, GS1-128, GS1 DataBar Two-dimensional code : PDF417, QRCode, MaxiCode, Two-dimensional GS1 DataBar, Composite Symbology CHARACTERS PER INCH Font A: 16.9 cpi, Font B: 22.6 cpi INTERFACES USB + Serial, USB + Parallel, Ethernet RECEIVE DATA BUFFER 4 KB or 45 bytes PRINT SPEED Max. 200 mm/sec RESOLUTION 203 dpi × 203 dpi PAPER DIMENSIONS (mm) 79.5 ± 0.5 (W) × dia. 83.0, 57.5 ± 0.5 (W) × dia. 83.0 POWER 24 VDC ± 7% POWER CONSUMPTION Operating: Approx. 1.8 A (Mean / Print ratio 18% with print pattern) Standby: Approx. 0.1 A (Mean) POWER SUPPLY External power supply (AC Adapter C1) PRINTER MECHANISM LIFE 15 million lines (printing + paper feeding) AUTO CUTTER LIFE 1.5 million cuts MTBF 360,000 hours MCBF 60,000,000 lines EMI AND SAFETY STANDARDS Oceania EMI AS/NZS CSPR22 Class A STANDARD ACCESSORIES Roll paper × 1 roll (for checking the initial movement of the printer), CD-ROM (Drivers, Utility software, Manuals), Setup guide, Power button cover, Waterproof power button cover, Wall hanging bracket, Screws for wall hanging bracket, Rubber feet for vertical installation, Control panel sheet for vertical installation, 58-mm width paper guide, External power supply (AC Adapter C1), AC cable (May not be included depending on the printer model) OVERALL DIMENSIONS 140mm (W) x 199mm (D) x 146mm (H) WEIGHT 1.7Kg

[felord]

ASSIGNMENT 1 COMP-202 Solved

Please read the entire PDF before starting. You must do this assignment individually. Question 1:         50 points Question 2:         50 points 100 points total It is very important that you follow the directions as closely as possible. The directions, while perhaps tedious, are designed to make it as easy as possible for the TAs to mark the assignments by letting them run your assignment, in some cases through automated tests. While these tests will never be used to determine your entire grade, they speed up the process significantly, which allows the TAs to provide better feedback and not waste time on administrative details. Plus, if the TA is in a good mood while he or she is grading, then that increases the chance of them giving out partial marks. :) To get full marks, you must: Follow all directions below Make sure that your code compiles Non-compiling code will receive a very low mark Write your name and student name is written as a comment in all .java files you hand in Indent your code properly Name your variables appropriately The purpose of each variable should be obvious from the name Comment your work A comment every line is not needed, but there should be enough comments to fully understand your program 1

Part 1 (0 points): Warm-up

Do NOT submit this part, as it will not be graded. However, doing these exercises might help you to do the second part of the assignment, which will be graded. If you have di culties with the questions of Part 1, then we suggest that you consult the TAs during their o ce hours; they can help you and work with you through the warm-up questions. You are responsible for knowing all of the material in these questions. Warm-up Question 1          (0 points) Create a file called HelloWorld.java, and in this file, declare a class called HelloWorld. This class should define only one method called main(). In the body of this method, use System.out.println() to display “Hello world!”. You can find such a class in the lecture slides; make sure you can compile and run it properly. Warm-up Question 2          (0 points) Create a file called Diagram.java, and in this file, declare a class called Diagram. This class should define only one method called main(). In the body of this method, use five statements of System.out.println() to display the following pattern: 22 2  2 2 2 22222 Use Strings composed out of the space character and the character ‘2’. For extra practice, try to draw the pattern ‘202’. Warm-up Question 3      (0 points) Practice with Binary: We usually use base 10 in our daily lives, because we have ten fingers. When operating in base 10, numbers have a ones column, a tens column, a 100s column, etc. These are all the powers of 10. There is nothing special about 10 though. This can in fact be done with any number. In base 2, we have each column representing (from right to left) 1,2,4,8,16,etc. In base 3, it would be 1,3,9,27, etc. Answer the following short questions about number representation and counting. In base 10, what is the largest digit that you can put in each column? What about base 2? Base 3? Base n? Represent the number thirteen in base 5. Represent the number thirteen in base 2. What binary number is equal to the sum of these two binary numbers? 10101011 + 10010001 What is the number from the previous part in base 10? What is the binary number for 11010010 + 11000101? And what is the number from the previous part in base 10? Warm-up Question 4          (0 points) Logic What does the following logical expression evaluate to? (false or false) and (true and (not false)) Let a and b be boolean variables. Is it possible to set values for a and b to have the following expression evaluate as false? b or (((not a) or (not a)) or (a or (not b)))

Part 2

The questions in this part of the assignment will be graded. Question 1: Calculator Program             (50 points) Attached to this assignment is a file called Calculator.java. Note that there is a marked section where your code must go. The code outside of this area must not be modified. Write Java code in the marked area to print the following calculations: The sum of the a and b variables The product of the a and b variables The result of dividing a by b The result of dividing a by c A statement saying whether a is larger than b A statement saying whether a an odd number. Use the mod operator %. For example, if the numbers entered are 5, 5, and 1, the output should be: Sum of a and b: 10 Product of a and b: 25 Dividing a by b: 1 Dividing a by c: 5.0 Is a larger than b: false Is a odd: true Be sure to include the specified text on each output line. That is, concatenate a String literal with the value of a variable. Note that this program is run by providing input arguments. For example, once this program is compiled, it can be run by typing the text run Calculator 5 5 1 in the Dr. Java Interactions Pane and pressing Enter. Question 2: Creating a Grading Program                (50 points) The goal of this question is to write several methods to create a program for outputting student grades. All the code for this question must be placed in a file named GradingProgram.java. Note that this means the class must also be named GradingProgram. 2a)Void Method for Confirming Entry Write a method printInput that takes as input three double arguments and prints these numbers. You must include all three numbers as part of a message, separated by commas. For example, your message could be “You entered 34.0, -12.2, and 4.0”. Note that for full marks, this message must be written on one line. Research the + operator for Strings, or the System.out.print() and System.out.println() statements. Hint: To test your method, create a main method. The main method will not be graded in GradingProgram.java, but without it, you won’t know whether or not your method works! Your main method should call this printInput method and verify the results. You should think of other cases to test! 2b)Methods for Calculations To make the GradingProgram more interesting, we will write a division method and a maximum method. Write a method divide inside of GradingProgram.java that takes as input two double values. This method should return the result of dividing the first method parameter by the second. The return value must be a double value. Note that division doesn’t work if the second parameter is zero. Therefore, if the second parameter is zero, the method should print an appropriate error message, and then return zero. Your method must not print anything if the second parameter is not zero. To test your divide method, you will need to call it from your main method. Think about how you can call the method and then display the answer. As well, write another method getMax that takes two doubles values as input. getMax must returns the larger of the two input values, and the return type must be double. In the case of a tie, return either value. Don’t use the built-in max method. 2c)Method Calling Now we will use the divide and getMax methods to calculate student grades. Write a method finalGrade that takes as input three double values and returns the final percentage out of 100 for a COMP 202 student. The return value must also be a double. The first value corresponds to the total assignment grade out of 35. The second is the midterm mark out of 20. And the third is the final exam mark out of 45. Recall that if the student does better on the final than on the midterm, the mark for the final replaces the mark for the midterm. Therefore, you will have to calculate which is greater: The assignment grade plus the midterm grade plus the final grade divided by 100 OR The assignment grade plus the final grade divided by 80 Note that you must use the divide method that you created earlier to divide the sums. Then you must use your getMax method to determine which percentage would be higher. Finally, the percentage will then be less than 1, so multiply the answer by 100 before returning it. For example, a student might have 28 out of 35 for assignments, 18 on 20 for the midterm, and 30 on 45 for the final. The finalGrade method takes these numbers 28.0, 18.0, 30.0 as input, in order, and would output a final grade of 76 (to represent 76%). A student who instead had marks of 28.0, 16.0, 38.0 would have a final grade of 82.5 (to represent 82.5%). In this case, the midterm grade is dropped, because the student’s performance in the course is higher using the alternate grading scheme.

What To Submit

You have to submit one zip file with all your files in it to myCourses under Assignment 1. If you do not know how to zip files, please ask any search engine or friends. Google will be your best friend with this, and a lot of di↵erent little problems as well. These files should all be inside your zip. Do not submit any other files, especially .class files. Calculator.java GradingProgram.java Confession.txt (optional) In this file, you can tell the TA about any issues you ran into doing this assignment. If you point out an error that you know occurs in your problem, it may lead the TA to give you more partial credit. On the other hand, it also may lead the TA to notice something that otherwise they would not. Read the full article

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Check Floating value

  conditions:-> 1. should be a dot or float value [. necessary ] 2. should not enter zero or double zero after dot [ .00 not allow] 3. [.001] is allowed solution:- //checking decimal value after the Dot     private fun checkDecimal(userBidPrice: String): Boolean {         return if (!Pattern.matches("[+-]?([0-9]+([.][0]*)?|[.][0]+)", userBidPrice)) {             if (Pattern.matches("[+-]?([0-9]+([.][1-9]*)?|[.][1-9]+)", userBidPrice)) {                 true             } else Pattern.matches("[+-]?([0-9]+([.][0-9]*)?|[.][1-9]+)", userBidPrice)         } else {             false         }     } ___________________________________________________________________ Description About Regular Expression : -  Regular Expression Syntax

Problem

You need to learn the syntax of Java regular expressions.

Solution

Consult Table 4-1 for a list of the regular expression characters.

Discussion

These pattern characters let you specify regexes of considerable power. In building patterns, you can use any combination of ordinary text and the metacharacters, or special characters, in Table 4-1. These can all be used in any combination that makes sense. For example, a+ means any number of occurrences of the letter a, from one up to a million or a gazillion. The pattern Mrs?\. matches Mr. or Mrs. And .* means “any character, any number of times,” and is similar in meaning to most command-line interpreters’ meaning of the \* alone. The pattern \d+ means any number of numeric digits. \d{2,3}means a two- or three-digit number.

Table 4-1. Regular expression metacharacter syntax

Subexpression Matches Notes

General

\^

Start of line/string

$

End of line/string

\b

Word boundary

\B

Not a word boundary

\A

Beginning of entire string

\z

End of entire string

\Z

End of entire string (except allowable final line terminator)

See Matching Newlines in Text

.

Any one character (except line terminator)

[…]

“Character class”; any one character from those listed

[\^…]

Any one character not from those listed

See Using regexes in Java: Test for a Pattern

Alternation and Grouping

(…)

Grouping (capture groups)

See Finding the Matching Text

|

Alternation

(?:_re_ )

Noncapturing parenthesis

\G

End of the previous match

\ n

Back-reference to capture group number "n"

Normal (greedy) quantifiers

{ m,n }

quantifiers for “from m to nrepetitions”

See Replacing the Matched Text

{ m ,}

quantifiers for "m or more repetitions”

{ m }

quantifiers for “exactly mrepetitions”

See Program: Apache Logfile Parsing

{,n }

quantifiers for 0 up to nrepetitions

\*

quantifiers for 0 or more repetitions

Short for {0,}

+

quantifiers for 1 or more repetitions

Short for {1,}; see Using regexes in Java: Test for a Pattern

?

quantifiers for 0 or 1 repetitions (i.e, present exactly once, or not at all)

Short for {0,1}

Reluctant (non-greedy) quantifiers

{ m,n }?

Reluctant quantifiers for “from m to nrepetitions”

{ m ,}?

Reluctant quantifiers for "m or more repetitions”

{,n }?

Reluctant quantifiers for 0 up to nrepetitions

\*?

Reluctant quantifiers: 0 or more

+?

Reluctant quantifiers: 1 or more

See Program: Apache Logfile Parsing

??

Reluctant quantifiers: 0 or 1 times

Possessive (very greedy) quantifiers

{ m,n }+

Possessive quantifiers for “from m to nrepetitions”

{ m ,}+

Possessive quantifiers for "m or more repetitions”

{,n }+

Possessive quantifiers for 0 up to nrepetitions

\*+

Possessive quantifiers: 0 or more

++

Possessive quantifiers: 1 or more

?+

Possessive quantifiers: 0 or 1 times

Escapes and shorthands

\

Escape (quote) character: turns most metacharacters off; turns subsequent alphabetic into metacharacters

\Q

Escape (quote) all characters up to \E

\E

Ends quoting begun with \Q

\t

Tab character

\r

Return (carriage return) character

\n

Newline character

See Matching Newlines in Text

\f

Form feed

\w

Character in a word

Use \w+ for a word; see Program: Apache Logfile Parsing

\W

A non-word character

\d

Numeric digit

Use \d+ for an integer; see Using regexes in Java: Test for a Pattern

\D

A non-digit character

\s

Whitespace

Space, tab, etc., as determined by java.lang.Character.isWhitespace( )

\S

A nonwhitespace character

See Program: Apache Logfile Parsing

Unicode blocks (representative samples)

\p{InGreek}

A character in the Greek block

(simple block)

\P{InGreek}

Any character not in the Greek block

\p{Lu}

An uppercase letter

(simple category)

\p{Sc}

A currency symbol

POSIX-style character classes (defined only for US-ASCII)

\p{Alnum}

Alphanumeric characters

[A-Za-z0-9]

\p{Alpha}

Alphabetic characters

[A-Za-z]

\p{ASCII}

Any ASCII character

[\x00-\x7F]

\p{Blank}

Space and tab characters

\p{Space}

Space characters

[ \t\n\x0B\f\r]

\p{Cntrl}

Control characters

[\x00-\x1F\x7F]

\p{Digit}

Numeric digit characters

[0-9]

\p{Graph}

Printable and visible characters (not spaces or control characters)

\p{Print}

Printable characters

\p{Punct}

Punctuation characters

One of !"#$%&'()\*+,-./:;<=>?@[]\^_`{|}\~

\p{Lower}

Lowercase characters

[a-z]

\p{Upper}

Uppercase characters

[A-Z]

\p{XDigit}

Hexadecimal digit characters

[0-9a-fA-F]

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