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Both create a function that returns the square of its argument, and both bind the variable foo to that function. The name foo may be defined in the global (module) scope, or it may be local to some function or method. The same thing happens when you define a class; all the code in the class statement is executed in a special namespace the class namespace. This namespace is accessible later by all members of the class. Not all Python programmers know that class definitions are simply code sections that are executed, but it can be useful information. For example, you aren t restricted to def statements: >>> class C: print 'Class C being defined...' Class C being defined... >>> Okay, that was a bit silly. But consider the following: class MemberCounter: members = 0 def init(self): MemberCounter.members += 1 >>> >>> >>> 1 >>> >>> >>> 2 m1 = MemberCounter() m1.init() MemberCounter.members m2 = MemberCounter() m2.init() MemberCounter.members

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'i like *' => [ "Why do you like * ", "Wow! I like * too!" ]

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This rule matches when the user says I like. The first possible response Why do you like * contains an asterisk symbol that you ll use to substitute in part of the user s sentence in conjunction with the pronoun-switching method you developed in WordPlay earlier. For example, a user might say, I like to talk to you. If the pronouns were switched you d get You like to talk to me. If the segment following You like were substituted into the first possible response, you d end up with Why do you like to talk to me This is a great response that compels the user to continue typing and demonstrates the power of the pronoun-switching technique.

Therefore, if the chosen response contains an asterisk (the character you re using as a placeholder in response phrases), you ll need to substitute in the relevant part of the original sentence into the phrase and perform pronoun switching on that part. Here s the new version of possible_responses with the changes in bold:

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In the preceding code, a variable is defined in the class scope, which can be accessed by all the members (instances), in this case to count the number of class members. Note the use of init to initialize all the instances: I ll automate that in 9. This class scope variable is accessible from every instance as well, just as methods are: >>> m1.members 2 >>> m2.members 2 What happens when you rebind the members attribute in an instance >>> m1.members = 'Two' >>> m1.members 'Two' >>> m2.members 2 The new members value has been written into an attribute in m1, shadowing the classwide variable. This mirrors the behavior of local and global variables.

def possible_responses(sentence) responses = [] # Find all patterns to try to match against @data[:responses].keys.each do |pattern| next unless pattern.is_a (String) # For each pattern, see if the supplied sentence contains # a match. Remove substitution symbols (*) before checking. # Push all responses to the responses array. if sentence.match('\b' + pattern.gsub(/\*/, '') + '\b') # If the pattern contains substitution placeholders, # perform the substitutions if pattern.include ('*') responses << @data[:responses][pattern].collect do |phrase| # First, erase everything before the placeholder # leaving everything after it matching_section = sentence.sub(/^.*#{pattern}\s+/, '') # Then substitute the text after the placeholder, with # the pronouns switched phrase.sub('*', WordPlay.switch_pronouns(matching_section)) end else # No placeholders Just add the phrases to the array responses << @data[:responses][pattern] end end end # If there were no matches, add the default ones responses << @data[:responses][:default] if responses.empty # Flatten the blocks of responses to a flat array responses.flatten end

This new version of possible_responses checks to see if the pattern contains an asterisk, and if so, extracts the correct part of the source sentence to use into matching_section, switches the pronouns on that section, and then substitutes that into each relevant phrase.

Which Graphics Do I Add to Each Slide De ning Your Design Constraints Adding Graphics Using Three Ground Rules Rule 1: See It in Seconds Rule 2: Align the Aesthetics with the Audience Rule 3: Defend Your Foundation! Starting the Production Flow Assigning What You Can Getting the Graphics You Already Have Getting the Graphics You Can Easily Find Creating the Graphics You Can Applying Custom Layouts to Your Storyboard Creating Layouts Manually Applying, Reviewing, and Re ning the Layouts Adding Graphics to the Call to Action and Key Point Slides Duplicating and Positioning Key Point Slides 1 and 2 Creating the Act III Slides Preparing Slides That Don t Require Graphics Adding Graphics to the Act I Slides