DOCSLIB.ORG

Reading Nemeth Code

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reading Nemeth Code Reading Nemeth Code Basic Issues In Nemeth Code, numbers are written using lower signs. In some situations, they are not preceded by a number sign (dots 3-4-5-6). Number sign # There is ambiguity between punctuation and numbers. When in doubt, a numeric indicator is used to show that something is a number. Dots 4-5-6 is the punctuation indicator. It is used to show that punctuation is being used (when in a math context). Punctuation indicator _ A plus sign is the "ing" sign, a minus sign is the braille hyphen. The equals sign is space, dots 4-6, dots 1-3, space. Plus sign + Minus sign - Equals sign .k Fractions are easy. The start of the fraction is marked with the "th" sign, the fraction line is the "st" sign, and the end of the fraction is marked with the number or "ble" sign. Fraction ?number/number# You can also have fractions of fractions (complex fractions). The larger fraction elements are marked with a dot 6. The smaller fraction elements are not. Dot six , You can also have fractions of fraction of fractions. These are called hypercomplex fractions. The major elements are marked with a double dot 6. The rest are as above. A Greek letter is marked with dots 4-6. Greek letter indicator . A square root starts with dot 3-4-5 (the "ar" sign), and ends with dots 1-2-4-5-6 (the "er" sign). Square root >number} Braille Cells in Transcriber Order This index is arranged in "transcriber order". This order gives a number from 1 to 63 to all the braille cells. Here is the order: • Cell 26 (the "and" sign) & • Cell 27 (the "for" sign) = • Cell 28 (the "of" sign) ( • Cell 29 (the "the" sign) ! • Cell 30 (the "with" sign) ) • Cell 31 (the "ch" sign) * • Cell 32 (the "gh" sign) < • Cell 33 (the "sh" sign) % • Cell 34 (the "th" sign) ? • Cell 35 (the "wh" sign) : • Cell 36 (the "ed" sign) $ • Cell 37 (the "er" sign) ] • Cell 38 (the "ou" sign) \ • Cell 39 (the "ow" sign) [ • Cell 40 (the letter w) w • Cell 41 (dropped a) 1 • Cell 42 (dropped b) 2 • Cell 43 (dropped c) 3 • Cell 44 (dropped d) 4 • Cell 45 (dropped e) 5 • Cell 46 (dropped f) 6 • Cell 47 (dropped g) 7 • Cell 48 (dropped h) 8 • Cell 49 (dropped i) 9 • Cell 50 (dropped j) 0 • Cell 51 (the "st" sign) / • Cell 52 (the "ing" sign) + • Cell 53 (the "ble" sign) # • Cell 54 (the "ar" sign) > • Cell 55 (dot 3) ' • Cell 56 (dots 3-6) - • Cell 57 (dot 4) @ • Cell 58 (dots 4-5) ^ • Cell 59 (dots 4-5-6) _ • Cell 60 (dot 5) " • Cell 61 (dots 4-6) . • Cell 62 (dots 5-6) ; • Cell 63 (dot 6) , Index to Braille Symbols in Nemeth Code Cells 1-25 (letters) The letters a-z (excluding w). The letter w is listed as cell 40. Cell 26 (the "and" sign) The "and" sign means factorial in a math context. In inkprint this is written as an exclamation mark. For example, 6! is written as #6& in Nemeth Code. Six Factorial (6!) #6& If preceded by a dots 4-6, the "and" sign means the Greek letter chi. chi .& Cell 27 (the "for" sign) The "for" sign means general omission sign. In arithmetic problems, the general omission symbol shows what the reader is expected to calculate. Often shown as a question mark in inkprint. For example, 2+3=? would be written as #2+3 .k = in Nemeth Code. 2+3=? #2+3 .k = Cell 28 (the "of" sign) The "of" sign means a left parenthesis in Nemeth Code. It is used in both a math and a literary context. The right parenthesis is a "with" sign. The dropped "g" parenthesis are not used in Nemeth Code at all. parentheses () () Cell 29 (the "the" sign) The "the" sign means integral in Nemeth Code. This basic symbol in calculus is shown as a tall stylized S. The integral of x dx is written as !x dx in Nemeth Code. Integral !x dx Cell 30 (the "with" sign) The "with" sign means a right parenthesis in Nemeth Code. It is used in both a math and a literary context. The left parenthesis is an "of" sign. The dropped "g" parenthesis are not used in Nemeth Code at all. parentheses () () Cell 31 (the "ch" sign) The "ch" sign means times or centered dot in Nemeth Code. The centered dot is used to show multiplication in algebra (where the x used in arithmetic might be confused with the letter x). Five times x might be written as #5x or #5*x in Nemeth Code, depending on whether the inkprint shows a centered dot or not. times dot * Cell 32 (the "gh" sign) The "gh" sign is a bit tricky. If there is a multipurpose indicator (a dot 5) starting off an expression, then the presence of the "gh" sign means that the next portion is placed above the first expression. Without a multipurpose indicator, then "gh" signals an index of radical (such as a cube root). Here are the two structures: (gh) index (ar) root (er) for a radical with an index of radical; or (dot 5) base expression (gh) over expression (er). In both structures, the "er" sign terminates the expression. To write the cube root of 64, write <#3>#27] in Nemeth Code. To write an 8 above an x, write "x<#8] in Nemeth Code. cube root of 64 <#3>#27] 8/x "x<#8] Cell 33 (the "sh" sign) The "sh" sign means to place underneath the base expression. Its use is symmetrical with the "gh" (when the "gh" means above). To write a 6 below an x, write "x%#6] in Nemeth Code. x/6 "x%#6] Cell 34 (the "th" sign) The "th" sign means start a simple fraction. A fraction starts with the "th" sign, uses the "st" sign for the fraction line, and the "ble" or number sign to close the fraction. When a dot 6 precedes the "th" sign, it means that you are looking at a complex fraction, or a fraction of a fraction. In that case dot 6 elements are the most significant. To write the complex fraction of the fraction x over 3 all over the fraction 4 over 5, write ,??x/3#,/?4/5#,# in Nemeth Code. Notice that the number sign is not used to show numbers inside the fraction. x 3 fraction x over 3 all over the fraction 4 over 5 4 5 ,??x/3#,/?4/5#,# If there are dot 6, dot 6, it means you have a hypercomplex fraction (a fraction of a fraction of a fraction). Cell 35 (the "wh" sign) The "wh" sign means a horizontal bar. To write x with an overbar, write x: in Nemeth Code. To write xyz with an overbar, write "xyz<:} in Nemeth Code. x x: xyz "xyz<:} There are also a small number of obscure symbols starting with the "wh" sign, such as :"k (bar over less than sign) and :.1 (bar over greater than sign). < :"k > :.1 Cell 36 (the "ed" sign) The "ed" sign is used to show special shapes in Nemeth Code. If you look at the index of the Nemeth Code, you will see a very long list of symbols that start with the "ed" sign. The most common are: • $c circle $c • $i intersecting lines $i • $p is perpendicular to $p • $s star $s • $t triangle $t Cell 37 (the "er" sign) The "er" sign is the termination indicator. It ends a radical. It also ends above or below constructs. cube root of 64 <#3>#27] Cell 38 (the "ou" sign) The "ou" sign is a vertical bar. The vertical bar is used for many different things in inkprint, so this symbol is used in many different contexts. The most common is for absolute value. To write the absolute value of minus 4 is 4 in Nemeth Code, write \-4\ .k #4. −=44 \-4\ .k #4 Cell 39 (the "ow" sign) The "ow" sign is used for a comma located at the subscript or superscript level. In practice, it is usually used just at the subscript level. To write x sub i comma j, write x;i[j in Nemeth Code. xij, x;i[j Cell 40 (the letter w) Cell 40 is the letter w. It is out of order since Louis Braille was French, and the French despised the letter w. Cell 41 (dropped a) Cell 41 is the dropped a. In Nemeth Code, this is ambiguous. It is either the numeral 1 or the literary comma. As a broad rule, if there was any ambiguity between digit or punctuation, then either the number sign ("ble" sign) or the punctuation indicator (dots 4- 5-6) would be used to resolve the ambiguity. Cell 42 (dropped b) Cell 42 is the dropped b. In Nemeth Code, this is ambiguous. It is either the numeral 2 or the semicolon. As a broad rule, if there was any ambiguity between digit or punctuation, then either the number sign ("ble" sign) or the punctuation indicator (dots 4-5-6) would be used to resolve the ambiguity. Cell 43 (dropped c) Cell 43 is the dropped c. In Nemeth Code, this is ambiguous. It is either the numeral 3 or the colon. As a broad rule, if there was any ambiguity between digit or punctuation, then either the number sign ("ble" sign) or the punctuation indicator (dots 4-5-6) would be used to resolve the ambiguity.
Load more

Recommended publications
  • GDOT Signing and Marking Design Guidelines
    Signing and Marking Design Guidelines 8/10/2021 Revision 6.1 Atlanta, GA 30308 This document was developed as part of the continuing effort to provide guidance within the Georgia Department of Transportation in fulfilling its mission to provide a safe, efficient, and sustainable transportation system through dedicated teamwork and responsible leadership supporting economic development, environmental sensitivity and improved quality of life. This document is not intended to establish policy within the Department, but to provide guidance in adhering to the policies of the Department. Your comments, suggestions, and ideas for improvements are welcomed. Please send comments to: State Design Policy Engineer Georgia Department of Transportation One Georgia Center 600 West Peachtree Street, N.W., 26th Floor Atlanta, Georgia 30308 DISCLAIMER The Georgia Department of Transportation maintains this printable document and is solely responsible for ensuring that it is equivalent to the approved Department guidelines. Signing and Marking Design Guidelines Revision History Revision Number Revision Date Revision Summary All - Revised and Combined Interstate and Limited Access 2.0 11/2008 Roadway Signing and Marking Design Guidelines and Non- Interstate Signing and Marking Design Guidelines 2.1 1/2011 All - Revised Figures Chapter 2 - Removed section 2.6 Detail Estimate Chapter 3 - Added Bicycle Warning and Share the Road Sign Guidance and Revised Figures Specified 36” for Warning Signs on State Routes Appendix A - Revised Legend and Figures 3.0 12/2013 All – Major Revision 3.1 10/2015 Section 2.4 - Changed General Notes location. Section 2.5 - Changed the Reflective Sheeting Section 3.1- Removed pavement marking plans Section 3.1.2 - Changed “or” to “and/or”.
    [Show full text]
  • 2.8.1 the ASCII Table for Computer Braille Input
    2.8.1 The ASCII table for computer Braille input PLUS: dots 3-4-6 Comma: dot 6 Dash: dots 3-6 Period: dots 4-6 Slash: dots 3-4 Exclamation mark: dots 2-3-4-6 Quotation mark: dot 5 Number sign: dots 3-4-5-6 Dollar sign: dots 1-2-4-6 Percent: dots 1-4-6 Ampersand: dots 1-2-3-4-6 Apostrophe: dot 3 Left parenthesis: dots 1-2-3-5-6 Right parenthesis: dots 2-3-4-5-6 Asterisk: dots 1-6 Colon: dots 1-5-6 Semi colon: dots 5-6 Less than: dots 1-2-6 Equal: dots 1-2-3-4-5-6 Great than: dots 3-4-5 Question mark: dots 1-4-5-6 At sign: Space-u (dots 1-3-6), dot 4 Left bracket: Space-u (dots 1-3-6), dots 2-4-6 Back slash: Space-u (dots 1-3-6), dots 1-2-5-6 Right bracket: Space-u (dots 1-3-6), dots 1-2-4-5-6 Carat: Space-u (dots 1-3-6), dots 4-5 Underscore: Space-u (dots 1-3-6), dots 4-5-6 Grave accent: dots 4 Left brace: dots 2-4-6 Vertical bar: dots 1-2-5-6 Right brace: dots 1-2-4-5-6 Tilde: dots 4-5 A: Space-u (dots 1-3-6), dot 1 B: Space-u (dots 1-3-6), dots 1-2 C: Space-u (dots 1-3-6), dots 1-4 D: Space-u (dots 1-3-6), dots 1-4-5 E: Space-u (dots 1-3-6), dots 1-5 F: Space-u (dots 1-3-6), dots 1-2-4 G: Space-u (dots 1-3-6), dots 1-2-4-5 H: Space-u (dots 1-3-6), dots 1-2-5 I: Space-u (dots 1-3-6), dots 2-4 J: Space-u (dots 1-3-6), dots 2-4-5 K: Space-u (dots 1-3-6), dots 1-3 L: Space-u (dots 1-3-6), dots 1-2-3 M: Space-u (dots 1-3-6), dots 1-3-4 N: Space-u (dots 1-3-6), dots 1-3-4-5 O: Space-u (dots 1-3-6), dots 1-3-5 P: Space-u (dots 1-3-6), dots 1-2-3-4 Q: Space-u (dots 1-3-6), dots 1-2-3-4-5 R: Space-u (dots 1-3-6), dots 1-2-3-5 S: Space-u (dots
    [Show full text]
  • THE MEANING of “EQUALS” Charles Darr Take a Look at the Following Mathematics Problem
    PROFESSIONAL DEVELOPMENT THE MEANING OF “EQUALS” Charles Darr Take a look at the following mathematics problem. has been explored by mathematics education researchers internationally (Falkner, Levi and Carpenter, 1999; Kieran, 1981, 1992; MacGregor Write the number in the square below that you think and Stacey, 1997; Saenz-Ludlow and Walgamuth, 1998; Stacey and best completes the equation. MacGregor, 1999; Wright, 1999). However, the fact that so many students appear to have this 4 + 5 = + 3 misconception highlights some important considerations that we, as mathematics educators, can learn from and begin to address. How difficult do you consider this equation to be? At what age do you In what follows I look at two of these considerations. I then go on to think a student should be able to complete it correctly? discuss some strategies we can employ in the classroom to help our I recently presented this problem to over 300 Year 7 and 8 students at students gain a richer sense of what the equals sign represents. a large intermediate school. More than half answered it incorrectly.1 Moreover, the vast majority of the students who wrote something other The meaning of “equals” than 6 were inclined to write the missing number as “9”. Firstly, it is worth considering what the equals sign means in a This result is not just an intermediate school phenomenon, however. mathematical sense, and why so many children seem to struggle to Smaller numbers of students in other Years were also tested. In Years 4, develop this understanding. 5 and 6, even larger percentages wrote incorrect responses, while at Years From a mathematical point of view, the equals sign is not a command 9 and 10, more than 20 percent of the students were still not writing a to do something.
    [Show full text]
  • It's the Symbol You Put Before the Answer
    It’s the symbol you put before the answer Laura Swithinbank discovers that pupils often ‘see’ things differently “It’s the symbol you put before the answer.” 3. A focus on both representing and solving a problem rather than on merely solving it; ave you ever heard a pupil say this in response to being asked what the equals sign is? Having 4. A focus on both numbers and letters, rather than H heard this on more than one occasion in my on numbers alone (…) school, I carried out a brief investigation with 161 pupils, 5. A refocusing of the meaning of the equals sign. Year 3 to Year 6, in order to find out more about the way (Kieran, 2004:140-141) pupils interpret the equals sign. The response above was common however, what really interested me was the Whilst reflecting on the Kieran summary, some elements variety of other answers I received. Essentially, it was immediately struck a chord with me with regard to my own clear that pupils did not have a consistent understanding school context, particularly the concept of ‘refocusing the of the equals sign across the school. This finding spurred meaning of the equals sign’. The investigation I carried me on to consider how I presented the equals sign to my out clearly echoed points raised by Kieran. For example, pupils, and to deliberate on the following questions: when asked to explain the meaning of the ‘=’ sign, pupils at my school offered a wide range of answers including: • How can we define the equals sign? ‘the symbol you put before the answer’; ‘the total of the • What are the key issues and misconceptions with number’; ‘the amount’; ‘altogether’; ‘makes’; and ‘you regard to the equals sign in primary mathematics? reveal the answer after you’ve done the maths question’.
    [Show full text]
  • Building Basic Formulas
    05 0789731533 CH03 5/18/04 11:12 AM Page 53 Building Basic Formulas A worksheet is merely a lifeless collection of num- bers and text until you define some kind of relation- 3 ship among the various entries. You do this by creating formulas that perform calculations and pro- duce results. This chapter takes you through some formula basics, including constructing simple arith- IN THIS CHAPTER metic and text formulas, understanding the all- Understanding Formula Basics . .53 important topic of operator precedence, copying Understanding Operator Precedence . .57 and moving worksheet formulas, and making for- mulas easier to build and read by taking advantage Controlling Worksheet Calculation . .59 of range names. Copying and Moving Formulas . .61 Displaying Worksheet Formulas . .64 Understanding Formula Basics Converting a Formula to a Value . .65 Most worksheets are created to provide answers to Working with Range Names in Formulas . .66 specific questions: What is the company’s profit? Are expenses over or under budget, and by how Working with Links in Formulas . .70 much? What is the future value of an investment? Formatting Numbers,Dates,and Times . .72 How big will an employee bonus be this year? You can answer these questions, and an infinite variety of others, by using Excel formulas. All Excel formulas have the same general structure: an equals sign (=) followed by one or more operands—which can be a value, a cell reference, a range, a range name, or a function name—sepa- rated by one or more operators—the symbols that combine the operands in some way, such as the plus sign (+) and the greater-than sign (>).
    [Show full text]
  • Perl II Operators, Truth, Control Structures, Functions, and Processing the Command Line
    Perl II Operators, truth, control structures, functions, and processing the command line Dave Messina v3 2012 1 Math 1 + 2 = 3 # kindergarten x = 1 + 2 # algebra my $x = 1 + 2; # Perl What are the differences between the algebra version and the Perl version? 2 Math my $x = 5; my $y = 2; my $z = $x + $y; 3 Math my $sum = $x + $y; my $difference = $x - $y; my $product = $x * $y; my $quotient = $x / $y; my $remainder = $x % $y; 4 Math my $x = 5; my $y = 2; my $sum = $x + $y; my $product = $x - $y; Variable names are arbitrary. Pick good ones! 5 What are these called? my $sum = $x + $y; my $difference = $x - $y; my $product = $x * $y; my $quotient = $x / $y; my $remainder = $x % $y; 6 Numeric operators Operator Meaning + add 2 numbers - subtract left number from right number * multiply 2 numbers / divide left number from right number % divide left from right and take remainder take left number to the power ** of the right number 7 Numeric comparison operators Operator Meaning < Is left number smaller than right number? > Is left number bigger than right number? <= Is left number smaller or equal to right? >= Is left number bigger or equal to right? == Is left number equal to right number? != Is left number not equal to right number? Why == ? 8 Comparison operators are yes or no questions or, put another way, true or false questions True or false: > Is left number larger than right number? 2 > 1 # true 1 > 3 # false 9 Comparison operators are true or false questions 5 > 3 -1 <= 4 5 == 5 7 != 4 10 What is truth? 0 the number 0 is false "0"
    [Show full text]
  • Unicode Compression: Does Size Really Matter? TR CS-2002-11
    Unicode Compression: Does Size Really Matter? TR CS-2002-11 Steve Atkin IBM Globalization Center of Competency International Business Machines Austin, Texas USA 78758 [email protected] Ryan Stansifer Department of Computer Sciences Florida Institute of Technology Melbourne, Florida USA 32901 [email protected] July 2003 Abstract The Unicode standard provides several algorithms, techniques, and strategies for assigning, transmitting, and compressing Unicode characters. These techniques allow Unicode data to be represented in a concise format in several contexts. In this paper we examine several techniques and strategies for compressing Unicode data using the programs gzip and bzip. Unicode compression algorithms known as SCSU and BOCU are also examined. As far as size is concerned, algorithms designed specifically for Unicode may not be necessary. 1 Introduction Characters these days are more than one 8-bit byte. Hence, many are concerned about the space text files use, even in an age of cheap storage. Will storing and transmitting Unicode [18] take a lot more space? In this paper we ask how compression affects Unicode and how Unicode affects compression. 1 Unicode is used to encode natural-language text as opposed to programs or binary data. Just what is natural-language text? The question seems simple, yet there are complications. In the information age we are accustomed to discretization of all kinds: music with, for instance, MP3; and pictures with, for instance, JPG. Also, a vast amount of text is stored and transmitted digitally. Yet discretizing text is not generally considered much of a problem. This may be because the En- glish language, western society, and computer technology all evolved relatively smoothly together.
    [Show full text]
  • Computer Braille Code (CBC) Update 2010 Special Symbols Page
    Computer Braille Code (CBC) Update 2010 Special Symbols Page 3.3 Standard Computer Braille Code symbols, including any symbols that have been devised by the transcriber, should be listed on a “Special Symbols” page. These symbols must be transcribed in accordance with the rules of the Braille Formats: Principles of Print to Braille Transcription (latest edition). When putting CBC symbols on a special symbols page, the minor heading “Computer Braille Code” should appear before the symbols. The first two symbols on the list should always be the opening and closing computer code symbols. Other symbols listed should occur in the order shown below. Only symbols used within the volume are included in the list.. At the end of the list, insert the following paragraph, if applicable: All numbers in Computer Braille Code appear in the lower part of the cell, without the number sign. --------------------- SPECIAL SYMBOLS USED IN THIS VOLUME Computer Braille Code _+ begin Computer Braille Code _: end Computer Braille Code (End Nemeth Code, End shape indicator, etc.) _ (456) shift indicator _& continuation indicator _== countable spaces indicator _! transcriber’s option symbol [include any other description here] _. (456, 46) transcriber’s option symbol [include any other description here] _* begin emphasis indicator _/ end emphasis indicator _> caps lock indicator _< caps release indicator _% begin Nemeth Code indicator _? half-line shift down indicator _# half-line shift up indicator _$ begin shape indicator & ampersand = equal sign ( left parenthesis ) right parenthesis [ left bracket ] right bracket \ backslash * asterisk < less than sign > greater than sign % percent sign .
    [Show full text]
  • Programming Basics
    Readings and References • Reading » Fluency with Information Technology Programming Basics • Chapter 18, Fundamental Concepts Expressed in JavaScript • Other References INFO/CSE 100, Autumn 2004 » Games and Puzzles Fluency in Information Technology • Thomas Jefferson National Accelerator Facility, Office of Science Education http://www.cs.washington.edu/100 • http://education.jlab.org/indexpages/elementgames.html 25-Oct-2004 cse100-11-programming © 2004 University of Washington 1 25-Oct-2004 cse100-11-programming © 2004 University of Washington 2 The Plan Begin with HTML • We will learn JavaScript over the next few Basic HTML is static lectures the contents of the file are displayed as given • JavaScript is used with HTML in Web pages <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN" • JavaScript is a contemporary programming language -- "http://www.w3.org/TR/html4/loose.dtd"> we will learn only its basics <html> <head> • You will program in a text editor and run your program <title>Simple A</title> </head> with your browser <body> What is 2.0 + 2.0? </body> </html> JavaScript is a way to make HTML “dynamic” 25-Oct-2004 cse100-11-programming © 2004 University of Washington 3 25-Oct-2004 cse100-11-programming © 2004 University of Washington 4 Add some “dynamic” content JavaScript in an HTML page Scripting languages let us create active pages » implement actions to be taken at run-time when the page is <script> block loaded or in response to user event in <head> <head> <title>Simple B</title> Language we are javascript <head>
    [Show full text]
  • UEB Guidelines for Technical Material
    Guidelines for Technical Material Unified English Braille Guidelines for Technical Material This version updated October 2008 ii Last updated October 2008 iii About this Document This document has been produced by the Maths Focus Group, a subgroup of the UEB Rules Committee within the International Council on English Braille (ICEB). At the ICEB General Assembly in April 2008 it was agreed that the document should be released for use internationally, and that feedback should be gathered with a view to a producing a new edition prior to the 2012 General Assembly. The purpose of this document is to give transcribers enough information and examples to produce Maths, Science and Computer notation in Unified English Braille. This document is available in the following file formats: pdf, doc or brf. These files can be sourced through the ICEB representatives on your local Braille Authorities. Please send feedback on this document to ICEB, again through the Braille Authority in your own country. Last updated October 2008 iv Guidelines for Technical Material 1 General Principles..............................................................................................1 1.1 Spacing .......................................................................................................1 1.2 Underlying rules for numbers and letters.....................................................2 1.3 Print Symbols ..............................................................................................3 1.4 Format.........................................................................................................3
    [Show full text]
  • Using Regex to Parse Attribute-Value Pairs in a Macro Variable Rowland Hale, Syneos Health
    PharmaSUG 2021 - Paper QT-134 Using Regex to Parse Attribute-Value Pairs in a Macro Variable Rowland Hale, Syneos Health ABSTRACT In some circumstances it may be deemed preferable to pass multiple values to a macro not via multiple parameters but via a list of attribute-value pairs in a single parameter. Parsing more complex parameter values such as these may seem daunting at first, but regular expressions help us make light of the task! This paper explains how to use the PRXPARSE, PRXMATCH and the lesser known PRXPOSN regular expression functions in SAS® to extract in robust fashion the values we need from such a list. The paper is aimed at those who wish to expand on a basic knowledge of regular expressions, and although the functions are applied and explained within a specific practical context, the knowledge gained will have much potential for wider use in your daily programming work. INTRODUCTION The author occasionally comes across seasoned and capable SAS programmers who haven’t taken the plunge into the powerful world of regular expressions. Not so surprising, given that regular expressions look, well, downright scary, don’t they? For sure, regex patterns can appear complex, but, on the other hand, when you see a series of three (or more!) “normal” (i.e. non regex) string handling functions, all mind-bogglingly nested on a single line of code (and, if in a macro context, each further buried inside a %SYSFUNC macro function) and realise that this can all be replaced with a relatively simple regular expression, you may start to wonder which is the easier to deal with.
    [Show full text]
  • Perl Notes
    Perl notes Curro Pérez Bernal <[email protected]> $Id: perl_notes.sgml,v 1.3 2011/12/12 15:41:58 curro Exp curro $ Abstract Short notes for an introduction to Perl based on R.L. Schwartz et al. Learning Perl (See refer- ences). Copyright Notice Copyright © 2011 by Curro Perez-Bernal <[email protected]> This document may used under the terms of the GNU General Public License version 3 or higher. (http://www.gnu.org/copyleft/gpl.html) i Contents 1 Scalar Data 1 1.1 Numbers..........................................1 1.1.1 Numeric Operators................................2 1.2 Strings...........................................2 1.2.1 String Operators.................................3 1.3 Scalar Variables......................................3 1.4 Basic Output with print ................................4 1.5 Operator Associativity and Precedence........................5 1.6 The if Control Structure.................................6 1.6.1 Comparison Operators..............................6 1.6.2 Using the if Control Structure.........................6 1.7 Getting User Input....................................7 1.8 The while Control Structure..............................8 1.9 The undef Value.....................................8 2 Lists and Arrays9 2.1 Defining and Accessing an Array............................9 2.1.1 List Literals.................................... 10 2.2 List Assignment...................................... 11 2.3 Interpolating Arrays................................... 11 2.4 Array Operators.....................................
    [Show full text]