Act One, "Some Like It Not on the Neck." To begin, I should say, throughout this hour we're going to be talking about subject matter that can be difficult to discuss with children. So if you've got kids listening, that's something to consider. Also, in this next story, as Ira says, we will be acknowledging the existence of sex and talking a lot about our reluctance to speak of its existence.
OK, let's start with the beginning. One way a lot of kids learn about the birds and bees is from each other. A couple weeks ago, a seven-year-old named Moxie told me a friend of hers, this kid, Aaron, said something to her that bothered her on the bus. He said, if you drew a picture of a baby on a piece of paper and put it in her belly, that would make a baby.
Moxie knew this was incorrect. That's why it bothered her. So a week later at the playground across the street from her house, she sat Aaron down.
MoxieThe situation about the paper not working thing.
AaronWhat's that means?
MoxieOn the bus a few days ago, you talked about paper and body and about a baby--
AaronOh, right, right, right, right.
MoxieThat was a silly plan.
AaronI'm sure it's going to work, but I don't know.
MoxieI'm not sure because the baby can't survive, you see? I'm just saying.
AaronSorry.
MoxieYou need to make a sperm. And the sperm somehow has to get into my body. And that's how it works.
AaronI did not know that.
MoxieWell, now you do.
AaronSorry.
When it comes to sex, a lot of us learn the wrong thing first and the right thing later. You learn through a series of corrections. You start to find out that half the things your brother told you were not right, that that scene in the movie is not realistic, that Sofia de Santos was lying when she says she did that thing, because that thing is not possible.
That's basically our system. You learn things wrong, test them out, and hopefully get the real story from someone named Moxie. This begins on the playground and just continues all the way until you actually start having sex, and all the weird information that was not corrected begins to matter.
What were you hoping they were going to cover?
DeondreI hope they cover everything.
Deondre is in a classroom at Buffalo State with about 50 other people, mostly men, mostly his fraternity brothers.
I feel like some stuff people don't know.
Chana Joffe-WaltWhat don't you know?
DeondreI don't know. That's a good question, you know.
 You'd think this event might not win out over, say, hitting up the Jamba Juice or staring at your van Gogh poster.
But this room is packed. The students are wide awake. Knees are bouncing. Hands are shooting up in the air.
The instructor, Paula Madrigal, is talking about the importance of consent.
So consent is a verbal and enthusiastic "yes," OK? Why is it enthusiastic?
Student 1Because you actually want to do it.
Paula MadrigalExactly. You want to do it. And sex should be fun, right?
Student 2Yeah.
Paula MadrigalYeah. I hope so.
This kind of workshop was repeated in classrooms all across campus here and throughout the country in the last year.  So they're turning to this kind of education as the answer.
Instead of mostly focusing on protecting women-- things like rape whistles or travel with a buddy programs-- they also want to teach men actual sentences to say. Do you like this? Can I kiss you?
But the students here are struggling with the basic premise. They have to learn to speak in this new way because if you don't, you're a rapist? Because it's just more virtuous? They have questions right from the start.
It's a continuous process of checking up or checking in, either/or. What does that mean?
Student 2You keep asking her? That's weird.
Student 3That kind of messes up the mood. If she says yes-- I'm not trying to be funny-- but if she says yes, and then she keeps saying, yeah, I got to be like, hey, you sure? Are you really sure? Like, you're about to do this?
Student 4Every 10 minutes.
Student 3I'm almost there. I'm about to go to the drawer to get the protection. No, no. You're right. You're right. You're right.
Student 2And you're like, no.
Student 3Obviously, I'm going to stop. But the reaffirmation of "yes" over and over again. That kind of would mess up the mood. So I feel like-- should there be a number of times that you should-- you know?
He presses them on this-- two, three, seven? But that guy is overtaken by his fraternity brothers, who also have urgent questions. Does body language count as consent? What if she said yes before you got into the room when you were both sober, like, in a message on Twitter or something? How many beers is too much to have consent? Again, please offer a number.
You ever heard the term alcohol is liquid courage? What if it's in the sense where it's like, you are probably nervous, and you don't want to be nervous around her. So that gives you-- that's your liquid courage. I am not going to be shaky when she come over, you feel me? So you're not using it to get a "yes."
The next guy over interrupts. What if both parties are drunk? And then across the room-- does the girl need to ask for consent? Another student-- OK, what if we've been together for a year?

 You guys already started having sex. The other person can withdraw that consent, OK? So that's why it's active.
What if someone's like, I want to have another person here. Now, let's have three people.
So if all of sudden, they're like, surprise, I have another person, you can be like, yeah, I didn't really sign up for that. I'm out of here, OK? Does that make a little bit more sense when we talk about checking in and the active process?
Those are carefully chosen examples. The vast majority of sexual assaults on college campuses occur between two people who know each other, and there's not always physical force. So Paula is trying to say, take the picture you have in your mind of a serial predator rapist. Put it to the side for a moment.
Imagine instead a person who wakes up in the morning and wonders quietly to himself, she was into that, right? Yeah, she was into that. Imagine that person is wrong.
The workshop was supposed to be 45 minutes. It's been an hour. Paula Madrigal is trying to wrap up.
So how do you guys, then-- you guys are the experts-- how do you ask for consent?
Student 6It doesn't sound right. It's like you're messing up the whole mood when you ask that.
It's been an hour, and the students in this room are still fixated on this question of the mood. I don't remember there being a whole lot of mood when it came to sex in college. I don't know, maybe you guys all had candlelit dorm rooms.
But there is genuine panic behind that question.  We're talking about assault. You're talking about the mood. Those are two separate conversations.
But these guys are trying to have just one conversation about everything, a conversation that takes into account consent but also all of their questions and anxieties when it comes to talking to a person they're sleeping with. It seems like that's a conversation they've never had.
That is one of the hardest things ever, is to like, try to find out-- how would you say, find out what the other person wants?
This is Nagib Gonzalez, a college freshman in Buffalo. I know Nagib from previous reporting. He's lovely. And like every freshman at his school, he's been to a consent training in the last year.
I feel like if we're going to lay the burden of changing the way we talk about sex at the feet of 18 year-olds, people who are already many years into learning weird and bad and confusing information, if that's our answer to reduce sexual assault, I wanted to know more about what these guys actually know and where they learned it.
Men talk about women all the time. But I just thought, my roommate always talks to me about his favorite sex position. And then my other friends will tell me their favorite sex positions. And then we'll just talk about, oh, that's cool. Oh, I'll try that one day.
Chana Joffe-WaltBut that's men who are sleeping with women talking about what women like to other men.
Nagib GonzalezYeah, so it's more like we'll decide what women do or don't like.
Chana Joffe-WaltBut when do you talk to women about what they like?
Nagib GonzalezHmm, yeah, OK, it's definitely men talk to men about what women like. I feel like that's how it is.
Lately Nagib's biggest source of information is his roommate, Elijah Leslie. He brought Elijah up a lot. Elijah says he first learned about the birds and bees from his cousin.
Then you get older and you see Sports Illustrated. Then you see the Playboys. Then you see the porn.
And then you see the Girls Gone Wild. And then you see those late night-- the Girls Gone Wild, the late-night commercials, and stuff like that. Like, 4:00 in the morning, Girls Gone Wild. I think that's when you start learning.
Elijah was not the first or the last person I interviewed who told me he learned about sex from porn. So Nagib is learning how to engage with women from other men who are learning from porn. That's like learning Chinese from a white American in Wyoming. You're missing some key primary source information.
Every person I talk to who works on sexual assault prevention brought up one thing as particularly troubling about the way men learn about sex. And it wasn't porn. It was baseball-- that we talk about sex like it's baseball, getting a home run as a metaphor for sex.
They said, think of how many bad lessons are built into that metaphor. You go first base, second base, third base. There's only one direction to move. And a home run is a win.
Not to mention-- you're on opposing teams. It's competitive. And it's a sport that mostly only men play.
Nagib Gonzalez is not attached to sex being like baseball or porn. Nagib just wants to be a good person. He wants to be good to people. He's looking for some guidance. Nagib is always looking for guidance. He solicits advice often.
This is an example.  I do it all the time. Oh, my girl loves it, and stuff like that. So then that's kind of where you learn.
Nagib, ever the careful student, kissed necks, every one of them.  He tries to be that. But then Nagib had a girlfriend who told everybody he was a bad kisser. And someone told him, please stop kissing my neck. She thought it was gross. And he felt like, wait, do I know things, or do I not know things?
Definitely when you're younger, like you think of it more as like rules and steps to get laid.  I have to follow this step. So I have to kiss her in this certain place. Then I have to make out with her.
And I have to, I don't know, touch her, like, I don't know, grab her butt or something. And then finally we get here.
But it's not like that. It's not like that at all. It's less-- it's very-- it varies. It's different from person to person.
It could be anything. I don't know. Girls vary. Not every girl will like something that you do. Every girl is different.
Everyone is different. Girls vary. People vary. What if that was the first thing you learned about sex?
What if, instead of starting at 18 years old with rape and moving backwards to teach consent, what if you just started with "people vary"? Because if you understand that, consent follows. You have to ask questions and talk about what you like and don't like. Otherwise, you'll never know. You may be with one of those neck people, and you may not.
Act One, "Some Like It Not on the Neck." To begin, I should say, throughout this hour we're going to be talking about subject matter that can be difficult to discuss with children. So if you've got kids listening, that's something to consider. Also, in this next story, as Ira says, we will be acknowledging the existence of sex and talking a lot about our reluctance to speak of its existence.
OK, let's start with the beginning. One way a lot of kids learn about the birds and bees is from each other. A couple weeks ago, a seven-year-old named Moxie told me a friend of hers, this kid, Aaron, said something to her that bothered her on the bus. He said, if you drew a picture of a baby on a piece of paper and put it in her belly, that would make a baby.
Moxie knew this was incorrect. That's why it bothered her. So a week later at the playground across the street from her house, she sat Aaron down.
MoxieThe situation about the paper not working thing.
AaronWhat's that means?
MoxieOn the bus a few days ago, you talked about paper and body and about a baby--
AaronOh, right, right, right, right.
MoxieThat was a silly plan.
AaronI'm sure it's going to work, but I don't know.
MoxieI'm not sure because the baby can't survive, you see? I'm just saying.
AaronSorry.
MoxieYou need to make a sperm. And the sperm somehow has to get into my body. And that's how it works.
AaronI did not know that.
MoxieWell, now you do.
AaronSorry.
When it comes to sex, a lot of us learn the wrong thing first and the right thing later. You learn through a series of corrections. You start to find out that half the things your brother told you were not right, that that scene in the movie is not realistic, that Sofia de Santos was lying when she says she did that thing, because that thing is not possible.
That's basically our system. You learn things wrong, test them out, and hopefully get the real story from someone named Moxie. This begins on the playground and just continues all the way until you actually start having sex, and all the weird information that was not corrected begins to matter.
What were you hoping they were going to cover?
DeondreI hope they cover everything.
Deondre is in a classroom at Buffalo State with about 50 other people, mostly men, mostly his fraternity brothers.
I feel like some stuff people don't know.
Chana Joffe-WaltWhat don't you know?
DeondreI don't know. That's a good question, you know.
 You'd think this event might not win out over, say, hitting up the Jamba Juice or staring at your van Gogh poster.
But this room is packed. The students are wide awake. Knees are bouncing. Hands are shooting up in the air.
The instructor, Paula Madrigal, is talking about the importance of consent.
So consent is a verbal and enthusiastic "yes," OK? Why is it enthusiastic?
Student 1Because you actually want to do it.
Paula MadrigalExactly. You want to do it. And sex should be fun, right?
Student 2Yeah.
Paula MadrigalYeah. I hope so.
This kind of workshop was repeated in classrooms all across campus here and throughout the country in the last year.  So they're turning to this kind of education as the answer.
Instead of mostly focusing on protecting women-- things like rape whistles or travel with a buddy programs-- they also want to teach men actual sentences to say. Do you like this? Can I kiss you?
But the students here are struggling with the basic premise. They have to learn to speak in this new way because if you don't, you're a rapist? Because it's just more virtuous? They have questions right from the start.
It's a continuous process of checking up or checking in, either/or. What does that mean?
Student 2You keep asking her? That's weird.
Student 3That kind of messes up the mood. If she says yes-- I'm not trying to be funny-- but if she says yes, and then she keeps saying, yeah, I got to be like, hey, you sure? Are you really sure? Like, you're about to do this?
Student 4Every 10 minutes.
Student 3I'm almost there. I'm about to go to the drawer to get the protection. No, no. You're right. You're right. You're right.
Student 2And you're like, no.
Student 3Obviously, I'm going to stop. But the reaffirmation of "yes" over and over again. That kind of would mess up the mood. So I feel like-- should there be a number of times that you should-- you know?
He presses them on this-- two, three, seven? But that guy is overtaken by his fraternity brothers, who also have urgent questions. Does body language count as consent? What if she said yes before you got into the room when you were both sober, like, in a message on Twitter or something? How many beers is too much to have consent? Again, please offer a number.
You ever heard the term alcohol is liquid courage? What if it's in the sense where it's like, you are probably nervous, and you don't want to be nervous around her. So that gives you-- that's your liquid courage. I am not going to be shaky when she come over, you feel me? So you're not using it to get a "yes."
The next guy over interrupts. What if both parties are drunk? And then across the room-- does the girl need to ask for consent? Another student-- OK, what if we've been together for a year?

 You guys already started having sex. The other person can withdraw that consent, OK? So that's why it's active.
What if someone's like, I want to have another person here. Now, let's have three people.
So if all of sudden, they're like, surprise, I have another person, you can be like, yeah, I didn't really sign up for that. I'm out of here, OK? Does that make a little bit more sense when we talk about checking in and the active process?
Those are carefully chosen examples. The vast majority of sexual assaults on college campuses occur between two people who know each other, and there's not always physical force. So Paula is trying to say, take the picture you have in your mind of a serial predator rapist. Put it to the side for a moment.
Imagine instead a person who wakes up in the morning and wonders quietly to himself, she was into that, right? Yeah, she was into that. Imagine that person is wrong.
The workshop was supposed to be 45 minutes. It's been an hour. Paula Madrigal is trying to wrap up.
So how do you guys, then-- you guys are the experts-- how do you ask for consent?
Student 6It doesn't sound right. It's like you're messing up the whole mood when you ask that.
It's been an hour, and the students in this room are still fixated on this question of the mood. I don't remember there being a whole lot of mood when it came to sex in college. I don't know, maybe you guys all had candlelit dorm rooms.
But there is genuine panic behind that question.  We're talking about assault. You're talking about the mood. Those are two separate conversations.
But these guys are trying to have just one conversation about everything, a conversation that takes into account consent but also all of their questions and anxieties when it comes to talking to a person they're sleeping with. It seems like that's a conversation they've never had.
That is one of the hardest things ever, is to like, try to find out-- how would you say, find out what the other person wants?
This is Nagib Gonzalez, a college freshman in Buffalo. I know Nagib from previous reporting. He's lovely. And like every freshman at his school, he's been to a consent training in the last year.
I feel like if we're going to lay the burden of changing the way we talk about sex at the feet of 18 year-olds, people who are already many years into learning weird and bad and confusing information, if that's our answer to reduce sexual assault, I wanted to know more about what these guys actually know and where they learned it.
Men talk about women all the time. But I just thought, my roommate always talks to me about his favorite sex position. And then my other friends will tell me their favorite sex positions. And then we'll just talk about, oh, that's cool. Oh, I'll try that one day.
Chana Joffe-WaltBut that's men who are sleeping with women talking about what women like to other men.
Nagib GonzalezYeah, so it's more like we'll decide what women do or don't like.
Chana Joffe-WaltBut when do you talk to women about what they like?
Nagib GonzalezHmm, yeah, OK, it's definitely men talk to men about what women like. I feel like that's how it is.
Lately Nagib's biggest source of information is his roommate, Elijah Leslie. He brought Elijah up a lot. Elijah says he first learned about the birds and bees from his cousin.
Then you get older and you see Sports Illustrated. Then you see the Playboys. Then you see the porn.
And then you see the Girls Gone Wild. And then you see those late night-- the Girls Gone Wild, the late-night commercials, and stuff like that. Like, 4:00 in the morning, Girls Gone Wild. I think that's when you start learning.
Elijah was not the first or the last person I interviewed who told me he learned about sex from porn. So Nagib is learning how to engage with women from other men who are learning from porn. That's like learning Chinese from a white American in Wyoming. You're missing some key primary source information.
Every person I talk to who works on sexual assault prevention brought up one thing as particularly troubling about the way men learn about sex. And it wasn't porn. It was baseball-- that we talk about sex like it's baseball, getting a home run as a metaphor for sex.
They said, think of how many bad lessons are built into that metaphor. You go first base, second base, third base. There's only one direction to move. And a home run is a win.
Not to mention-- you're on opposing teams. It's competitive. And it's a sport that mostly only men play.
Nagib Gonzalez is not attached to sex being like baseball or porn. Nagib just wants to be a good person. He wants to be good to people. He's looking for some guidance. Nagib is always looking for guidance. He solicits advice often.
This is an example.  I do it all the time. Oh, my girl loves it, and stuff like that. So then that's kind of where you learn.
Nagib, ever the careful student, kissed necks, every one of them.  He tries to be that. But then Nagib had a girlfriend who told everybody he was a bad kisser. And someone told him, please stop kissing my neck. She thought it was gross. And he felt like, wait, do I know things, or do I not know things?
Definitely when you're younger, like you think of it more as like rules and steps to get laid.  I have to follow this step. So I have to kiss her in this certain place. Then I have to make out with her.
And I have to, I don't know, touch her, like, I don't know, grab her butt or something. And then finally we get here.
But it's not like that. It's not like that at all. It's less-- it's very-- it varies. It's different from person to person.
It could be anything. I don't know. Girls vary. Not every girl will like something that you do. Every girl is different.
Everyone is different. Girls vary. People vary. What if that was the first thing you learned about sex?
What if, instead of starting at 18 years old with rape and moving backwards to teach consent, what if you just started with "people vary"? Because if you understand that, consent follows. You have to ask questions and talk about what you like and don't like. Otherwise, you'll never know. You may be with one of those neck people, and you may not.
For the rest of today's show, we are going to leave sex behind, and we are going to step forward from the beginning of life to the murky, complicated middle-- the other facts of life that you really don't want to have to explain to children because you wish they were not facts or a part of life at all. Our next story is from W. Kamau Bell. He's a comedian and a father.
And recently, Kamau's been planning for a conversation he really does not want to have with his children, one that is familiar to black parents everywhere in America. Act Two, "If You See Racism, Say Racism." Here's Kamau.
W. Kamau BellI talk about race and racism in my act a lot. Some would say too much. It was how I was raised. Some families have hardware stores. My family has thinking about racism.
So it's no surprise to me that after I became a parent, I began to do jokes about race and racism and fatherhood.
And people ask me all time, like, you're black. You talk about race a lot.  I'm like, no, because she's three and a half.
I don't want to bum her out yet, you know what I'm saying? Being black is great, but it's a big responsibility to know that. My mom waited until I was eight before she told me I was black. And she did it the right way.
One night, she's like, tonight for dinner, you can have whatever you want. I was like, yay.  I was like, yay.
 I was like, hold on a second. That explains everything. I thought every day I would just kind of having a [BLEEP] day. It's good to know why now. It's good to know there's a historical context for that.
I now have two girls, a baby named Juno and an almost four-year-old named Sami. My wife, Melissa, is white. And Sami calls herself "peanut butter." Juno doesn't say much of anything yet.
My wife and I have both put our toes-- or at least our older daughter, Sami's toe-- in the race pool. But we have not even put the slightest hint of a Sami toe into the racism pool. Yes, those are separate pools. The race pool is filled with positive stories of black achievement, African American role models, books and TV shows featuring diverse characters. Our race pool even has Kwanzaa.
But Sami's racism pool is completely drained with a lock on the gate, and we run past it every day on the way to the race pool. And every day that goes by, I feel guilty. The racism pool is treacherous. It's not fun to swim in.
And if you aren't careful, you drown in the sorrow of the black experience in America. Damn. We live in Berkeley. People have been protesting the police blocks from our house. How do I explain that?
This was on my mind recently-- how to teach Sami about racism-- when this thing happened. It was January 26, my birthday. I was having a low-key celebration, just like I like them.
I was carrying a children's book I just bought for Sami, The Case for Loving-- the Fight for Interracial Marriage. Mildred and Richard Loving are the interracial couple responsible for the Supreme Court striking down the laws in 16 states that banned interracial marriage. And if I was going to get into racism with Sami, then the Loving story, which was about a family like ours, seemed like a great place to start.
I was headed to meet up with my wife at the Elmwood Cafe, a restaurant she loves. This was her second time eating there that day after we'd gone there earlier for breakfast. It's not really my kind of place-- a little too impressed with itself, a little humble braggy about its lattes served in bowls.
So I get to the Elmwood Cafe. And I see my wife sitting at one of the sidewalk tables with our baby and three other moms and their babies.
My wife introduced me to the group. We made small talk. One of the women asked about the book in my hand, so I turned it over and showed it to her. She nodded at the cover. I didn't get the sense she knew the story.
That's when I heard, knock, knock, knock. It was on the cafe's window coming from inside. I looked up and saw a woman, a server who clearly worked at the Elmwood Cafe. She was angry and looking at me.
 I didn't know what, but the message was clear. Get! Or maybe it was scram! Seriously, what's the difference?
I was flooded with thoughts I could barely process. I was stunned. I was pissed. I wanted to run away.
I felt like I might pass out. I was actually strangely embarrassed, as if I had done something wrong. Maybe I shouldn't have been talking to my wife and her friends.
Melissa and I might have exchanged words. We might not have. I think I said something to the effect of, a woman told me to get out of here. There was some "reallys" and a couple of "whats."
Within seconds, another server came out and pretended to do her job. She didn't have a water jug. She didn't bus any tables. She didn't drop or pick up any checks. She just stalked the area. And by the area, I mean me.
Finally Melissa couldn't take it. "This is my husband." Oh, the waitress said, looking at nobody in particular, we thought you were selling something. She thought I was selling something?
That's my wife and my daughter, I said. We just ate here earlier today. Oh, we thought you were selling something, she said, sorry.
In Berkeley, "selling something" is code for homeless. What she was saying was, we thought you were homeless. First of all, I was wearing a knit cap, a hoodie, jeans, and sneakers. I was dressed like Mark Zuckerberg in winter.
But I knew the part of me that looked homeless wasn't my clothes.  But Juno only looks white. She's a double agent.
Waitress again, "I'm sorry." Me, "I bet you're sorry. OK, I'm going to take a walk and think about racism." That's actually what I said. I didn't yell it, but I didn't say it in my chest either.
Melissa stayed behind to give the waitress a piece of her mind. Then we went home, and Melissa cried. We hugged each other, and were preoccupied with it, really bothered, really obsessive, and stuck in it. We knew we had to do something.
I blogged about the whole thing and posted a picture of myself wearing exactly what I'd worn when I was at the Elmwood, and also holding my book on the Lovings. Within a couple hours a story spread around the Bay Area. People online started debating every single point.
People debated whether what happened was racist, whether or not I was racist.  It became the righteous indignation story of the week.
It's hard to know what to want after something like this happens. I didn't want an apology from the owner, though we got one. I didn't want the waitress to be fired, though she was. Melissa and I wanted something more substantial.
We wanted a public conversation between us and the cafe owner and the employees involved. We wanted the community to show up and talk about their experiences with things like this. We wanted a reckoning. And we found out a lot of people wanted that.
So many people wanted to discuss the Elmwood Cafe that our idea to have a public discussion snowballed. So with our daughters in our mind, before I could say Rosa Parks, we had a venue and an event planner. The cafe owner was there and a full-on panel of vetted academics and activists. There was a detailed itinerary and a moderator.
So I'm sure that many of you have heard the story of the incident that happened on January 26.
On a Friday in March, Melissa and I sat on a stage at a middle school in a packed auditorium. My main concern was that somehow all the planning and structure was going to lead to an event that was careful, sanitized, and maybe the worst thing, boring.
It wasn't, due in large part to high school senior Kadijah Means. She's 18 and made a name for itself in the Bay Area as an activist. She's an awesome public speaker who, importantly to me, knows how to open with a joke.
 That's a pretty good amount of motivation for me to be a social justice advocate.
And then she said something that made me take extra notice. She talked about being younger than my daughter, Sami, when she learned about race.
I learned about race at a really young age, maybe like two or three. My dad has a really good way of teaching about fractions. When he would make me toast, he would cut it in half and be like, this is half. This is a fourth.
So I learned about race in a kind of similar way, learning that "white" didn't mean white like paper, but it was a construct. Yeah, I learned that pretty young. That was weird.
My oldest daughter is four. She's just begun to understand that people are different colors. I can't imagine somehow connecting that to the fact that race itself is a construct. I'm not sure I could define the word "construct" to another adult, let alone a four-year-old. Kadijah then closed with a few tips on how we can all be less racist, like this one.
Focus less on color blindness because honestly, you're not going to get a gold star for that. Be more color competent. Be more--
[APPLAUSE]
Thank you.
And this one.
Please don't call people "articulate." Don't come up to me after and tell me I'm articulate. Whoa. Please do not do that. And there's a whole bunch of reasons why that we don't have time for, but--
W. Kamau BellYou might want to grab a pen and some paper, because she's on a roll.
Kadijah MeansYour mind makes generalizations. That's what it does. It's not bad to do that. It's bad to think that one generalization is what everyone is.
You also have to take a step outside of that and remember that people are individuals. People have different lives. Just because I'm black doesn't mean I act like other black people.
Black people built this country whether you like it or not. Love us, please. Thank you.
[APPLAUSE]
I was so impressed by Kadijah. I began to think about her dad, the one who taught her about fractions and race. Kadijah was completely versed in the evils of racism, but she was also idealistic about the future. She understood how well-intended people could do racist things but how that doesn't always make them bad people. She got the broad strokes and the nuances.
And Kadijah also knew how to do something that is absolutely essential to your survival as a black person in America. She saw and identified racism in her everyday life, and she didn't internalize it. But she also didn't ignore it. She just judo flipped it and kept walking.
I wanted some advice on how to raise a kid like that. Who was this dad? I imagine him to be a mix of 60s-era Berkeley hippie and "hope and change era" Obama.
I don't smile a lot. So I'm not the smiling black man.
Yeah, that's Cliff Means. He's a self-described businessman who means business. I like to imagine that his business card reads on one line, "Cliff Means," and under that, "Business."
In fact, when we asked Cliff to do the interview, initially he said, I don't know you. I don't know your audience. So no.
So when my producer, Robyn, and I met with Cliff and Kadijah, I knew he was still reluctant. But I wasn't sure what had changed his mind. I had to ask.
Why are you doing this interview, then?
Cliff MeansKadijah really wanted me to do this is the bottom line. Now, had I found out anything too horrific about either one of you, then it probably still would have been no. But I couldn't find anything terrible.
Well, I'll tell you one thing that leaned in your favor. I did read something written about you because I was trying to as much homework as I could because my answer was really no.
So it's clear that Cliff is not exactly a "why can't we just get along?" type of guy. And he has very clear thoughts about what should be taught to kids.
How old was Kadijah when you first started explaining race to her?
Cliff MeansI would imagine four or five years old. She was an early talker. And we spent a ton of time together, because I asked her, does she want to enter a speech for the Martin Luther King celebration at her school?
And we co-wrote a speech that people were very enamored with. And I explained to her that Martin Luther King wasn't killed for the "I Have a Dream" speech. But once he started talking about getting poor whites and poor blacks together, then he had to go.
But my children, I taught, you will be going to school, and you will be getting told that there's justice for all. And then, when you find out there's not, then you'll be confused. And I don't want my children confused. I want them knowledgeable.
W. Kamau BellSo at what age did you get into the history of black people in this country and have to cover things like pre-civil rights movement, like Jim Crow and slavery and things like that?
Cliff MeansAt five, I taught her about slavery. And I taught it as what it is, that Europe went to war with West Africa for centuries. Kids used to love Native Americans when I was a kid because they fought back. Why didn't black people fight back?
Well, they did and were slaughtered and terrorized and tortured and murdered and raped-- I probably left out rape at that age for her-- captured, kidnapped, and brought over Africans to America. And they were here terrorized and murdered. And we go from that stage all the way to being here enslaved.
He taught her that at five. Cliff is clearly not afraid to throw the kids into the deep end of the racism pool and let them learn to swim. This is pretty much the opposite of what I had done so far. How deep did their racism pool get?
She learned things like white officers following the black migration to northern California to work in the shipping yards, in southern California was shipping yards.
She learned that there were black cooks grinding up glass in the kitchen to make sure that white racist, brutal slave masters' intestines would bleed and be open. And then he'd be gone. What was your question?
[LAUGHTER]Do you want the church thing brought up at all?
Kadijah MeansIt's fine.
That's Kadijah. I don't know what the church thing is, but I could tell it was one of those family stories. Kadijah let my producer, Robert, and I in on it.
After my dad told me about racism, I distinctly remember like, being angry with white people. Like, how dare you enslave my people? And so we were at church one day. And--
Cliff MeansIt wasn't actually at church. It was a church function. It was in the church. It was a church function held after.
Kadijah MeansSo I guess I went up onto the pulpit and asked for the mic. And I told the entire congregation that black people and white people should not be together. And that was my synthesis of racism in America and slavery that I had come up with throughout the week after my dad told me about racism.
RobynYou're saying you became a five-year-old segregationist?
Kadijah MeansI did. I did.
In my house we can't have a five-year-old segregationist. I mean, don't get me wrong. It'd be fun for a bit in a Kids Say the Darndest Things kind of way.
I ran a version of what Kadijah said in church by my wife Melissa as a hypothetical.  It would be an immediate investigation.
Melissa would ask, what makes you say that? Why do you think they can't be together? And yes, OK, white people did hurt your people. But also, mommy and daddy are together. And that's good, isn't it?
It would be a conversation with me, it would be a conversation with Sami every day, all the time. I asked Cliff how he felt about Kadijah's speech at church.
I was like, well, she learned what she learned. It's probably a healthy reaction for having learned what she learned this week. I think the audience was a little surprised.
W.
Cliff MeansOh no, absolutely not. I'm not concerned about the white man in America. I think he's doing very well.
And I had no concern, nor do I now have any concern for anyone's feelings or whatever else being hurt by a five-year-old. Maybe it could start a conversation with them. They can think about some of the things that they enjoy that no one else enjoys in this country. So no.
I really like Cliff. Cliff is not an easy person, but then why should he be? Cliff is the type of person who keeps the rest of us a little more honest.
Kadijah told me that even with her candid, unfiltered upbringing, she could tell early on the difference between white oppression and the white people in her life. But to be able to do that, she had to learn about it and get angry. I get that.
When I first began to really understand the violence of racism, I was angry. It makes sense to be angry. The anger helps you push back against the injustice. Anger is not the goal. It's the fuel.
Even so, sometimes I feel like I have too much anger. There are black people in America dying from racism. Bad treatment in a fancy coffee shop is the softest and easiest part of racism. There were times during this whole thing I felt like I should just drop it. Cliff and I talked about that, too.
Being told to leave a cafe on College Avenue, that's not a big deal on a basic level. But I knew that you can't just keep letting your boundary get pushed.
Cliff MeansOh, I don't let anything go. I don't let anything go.  You shake my hand like a white man. You shake my hand like you're shaking-- don't relate to me.
W. Kamau BellDon't let anything go I feel like is the message of the day. That's what I feel. But I never put it into those words. Those are the words I was looking for. Don't let anything go.
Racism is real and happening right now every day. That means that every day, I have an opportunity to teach my daughters about racism. So this is to you, Sami and Juno. I promise you from now on, I'm not going to let it go. The stakes are too high.
Chana Joffe-WaltW. Kamau Bell-- he's the host of United Shades of America on CNN.
Coming up, a group of grownups who are not fumbling at all. They have a plan, and it includes costumes, volcanoes, and a talking stick. That's in a minute from Chicago Public Radio, when our program continues.
It's This American Life. I'm Chana Joffe-Walt sitting in for Ira Glass. Today's show, "The Birds and the Bees." We are listening in as grownups try to convey their most important, deeply held beliefs to small humans who cannot yet zip up their own jackets.
We started at the beginning-- where do babies come from? In this last part of the show, we're going to talk about the end. Act Three, "About that Farm Upstate." Jonathan Goldstein has this last story.
And a quick warning-- like I said at the beginning of the show, these are stories about grownups talking with children about difficult subject matter. So if you have kids with you, keep that in mind. OK, here's Jonathan.
Jonathan GoldsteinThere's a house in Salt Lake City where kids come to have death explained to them-- not just that people die, but how they die. It's called The Sharing Place. And the first person they meet there is Jill Macfarlane. This is how she explains a heart attack.
Jill MacfarlaneYour heart stopped working, and it couldn't move your blood through your body.
Jonathan GoldsteinShe has a quiver full of kid-sized explanations for all the ways that life can end, like kidney failure.
Jill MacfarlaneYour kidneys are washing machines for your blood. And when they stop working, your blood's dirty.
Jonathan GoldsteinOverdoses?
 And addiction makes you take medicine that's not good for you, and you take way too much of it. But not all medicine is bad either.
Jonathan GoldsteinHave you dealt with murder?
Jill MacfarlaneMm-hmm. It's when somebody chooses to make your body stop working. It's a choice. We also do choice and not choice. Like murder is a choice. Cancer is not a choice.
We also do contagious or not contagious. Like, you're not going to get my depression. And you're not going to get my cancer.
Jonathan GoldsteinThe Sharing Place is a grief support center for kids who've lost a family member. It's one of hundreds of centers like it around the country. Kids sit in support groups led by grownups. But the point is to allow children to talk to other children about their grief.
They're encouraged to speak in concrete language about death because, the thinking goes, that's how to process death's finality. So people don't pass away. You don't lose them.
We invest so much effort trying to shield kids from the scary things in life. We place advisories before TV shows that warn against inappropriate language and subject matter. And what could be less appropriate than death?
So for all we let on-- bunnies lay eggs. Your mother means well. And life pretty much goes on forever. To do otherwise feels like you're breaking a basic pact that grownups have with one another.
Jonathan GoldsteinWho did you have die?
Child 1My dad, two guinea pigs, a dog, two cats, and my dad. And that's all.
Jonathan GoldsteinThe kids here are more comfortable talking about death than most adults are, like Hailey, who lost a sister and brother to mitochondrial disease. She and her other brother have the disease too, but not as bad. They've had to deal with something that most other people haven't had to, let alone other kids. So it's hard to talk about it with the kids at school.
HaileySometimes they don't even know what we're talking about because we know all this stuff, like all these words that none of the other kids heard about, like neurological or something like that. And they're like, what does that mean? Or like a feeding tube, what does that mean?
Child 2It's really hard to explain.
HaileyIt's not hard to explain, but it's hard to tell them. And they still don't understand where it goes or what it does to help you.
Jonathan GoldsteinBut this is a place where kids do understand. There are more than a dozen separate groups at The Sharing Place broken down by age. The groups meet twice a month for about an hour and a half in a refurbished house made to feel homey and safe, so it's like visiting your grandma's.
There are rooms where kids meet and talk and rooms where their parents do the same. But most of the rooms are dedicated to play. There's a costume room where kids can dress up like police, ballerinas, cowboys.
Child 3I'm Spider-Man, so you can do whatever I tell you to do.
Jonathan GoldsteinAnd beside it is a room called the soft room, which is full of props and toys, including an old telephone. One little girl, who watched her mother have a heart attack, spent an entire play session pretending to call for help.
Hi 9-1-1, she'd say. My grandma's dying. Hurry. Come quick. Then she'd hang up and dial again. Hi, 9-1-1. My dad's dying. Hurry. Come quick.
One of the most popular rooms is a padded room called the volcano room.
Child 4I'm going to play in the volcano room.
 It's even got an adult-sized dummy to wrestle and punch. The kids can scream, yell, pound the walls, and throw things around. They love it.
Child 4Whoa! Bling! Boom! Bam! No ball can attack me! Woo!
Jonathan GoldsteinIt's a release. Eve is nine years old, and her father died about two years ago. She knows that feeling of keeping it all bottled up inside. She says she can go days at school like that.
EveIt kind of feels really overwhelming. And it's like, you don't know what to do. And on the inside, it's hurting somehow in a feeling way. It hurts somehow.
Jonathan GoldsteinWhere would you say it hurts?
EveUsually with me, it would hurt in the throat and kind of in my stomach. It's like something that needs to come out, but I really need to learn how to do that.
Nancy ReiserI think there are people who, in this world, who can grow up and don't really know how to talk frankly about lots of things.
Jonathan GoldsteinNancy Reiser is one of the co-founders of The Sharing Place. And this is what she says when children ask her how people die.
Nancy ReiserWell, close your eyes and listen.
[BREATHES DEEPLY]
And there isn't the next breath. Does it hurt? I don't think so. I don't think so. Their face doesn't look like it hurt.
Jonathan GoldsteinNancy is a therapist who works with young children. For a long time, the very concept that children do, in fact, grieve was hotly disputed. Freud said that it was difficult for children to even conceive of such loss. And as a culture, Nancy says, that's pretty much the idea that we operate under.
Nancy ReiserOh look, she's playing. She's OK. She didn't really understand what happened. Well, she's playing.
So we need to let people know that children grieve, and help them when they grieve so it's not stuck inside and comes out when they try to have a relationship later. When they start to get intimate, they cannot bear it, and they go off. And they don't know why.
Jonathan GoldsteinNancy says children just grieve differently than adults, especially little children. They grieve in fits and starts. They can't focus on it for very long.
And grief is more physical for them. They'll act out their anger, maybe kick a door, which is the reason for the volcano room at The Sharing Place. They might also regress, suddenly using baby talk or sucking their thumbs. And if they're potty trained, they might become untrained.
They are also magical thinkers. I heard stories of kids who were afraid to go to sleep because grandma went to sleep and didn't wake up.  We left him here last time. Another boy said he just wanted to die for a few days so he can go to heaven and teach his little sister how to ride a tricycle.
Children also re-grieve. That is, with every new stage of development, they experience their grief anew.
And given all of this, the thought behind The Sharing Place and other centers like it is that kids can help one another in a way that adults perhaps can't help them. That's why they're brought together in these groups. In short, kids speak the same language.
GavinIs that thing turned on?
Jonathan GoldsteinIt is turned on. What do you think about that?
Before the session at The Sharing Place, I sit down with Gavin, who's six, and his brother Aidan, who's 8. They're both dressed in matching long-sleeved polo shirts. Gavin sits on his mother Nicole's lap. Aidan sits beside them.
Jonathan GoldsteinOh, do you want do you want to introduce yourself?
AidenHi, I'm Aiden. My dad died by--
NicholeSuicide.
AidenSuicide.
 He snaps his head back.
NicholeYep, that's what happened.
Jonathan GoldsteinWhat did you just do there?
GavinHe shot his head. And then we didn't know he was dead, right, Mama?
NicholeWe didn't.
GavinAnd then we said, wake up, Dad.
NicholeNo, you didn't see him. Mommy found him. And he was already dead.
GavinDid you turn him over?
NicholeI didn't touch him.
GavinOK.
AidenShe knew he was dead because she saw blood and things.
Jonathan GoldsteinOn his head?
AidenYeah. And he was a terrific guy-- so nice, so generous. He would always help anyone. He was a terrific guy.
NicholeWhat did you learn here that helped you the most?
AidenTo understand how he died.
Jonathan GoldsteinSometimes that task-- telling the kids that their parent committed suicide-- falls to Jill Macfarlane because the surviving parent or guardian might be so inside their own grief that they can't bring themselves to do it. Jill explains suicide as simply as she does other kinds of death.  She says it's required that the kids know how their brother or sister or mother died before starting the group.
Jill MacfarlaneI had one family say he died because he was sick. One family said that he died in a car accident. One family said that he accidentally shot himself, he didn't mean to.
Jonathan GoldsteinIt was Jill who helped their mom break the news to Aidan and Gavin that their dad shot himself. She says that conversation was especially hard.
 Why would you say that? You don't know us.
And I said, I know. I don't know you. But your mom's here today because she needed my help in telling you this because this is a really hard and scary thing that happened.
And Aidan just was like, you crazy lady, there's no way that we're going to talk about this. This is not what happened.
 And I cried the whole night. It was just awful. I just felt so horrible. And my husband was like, you can't do this. You have to go to the director and tell her that you can't do this again.
Jonathan GoldsteinSuicide is always one of the highest-- if not the highest-- cause of death for Sharing Place families at any given time. There's actually a special group devoted specifically to suicide. And a lot of the stories you hear in that group are so horrible that you can't help but wonder why tell the kids what happened at all. Why not just say they died and leave it at that?
According to Jill and her colleagues, we need to tell children so they won't find out later in life and wonder, what else did they lie to me about? They also don't want to have to cloak it in a way that suggests it's unspeakable and shameful. They get enough of that idea at school.
This is Eve again, whose father also shot himself.
EveWell, some people at school, they say-- this makes me feel really sad, too-- they say that when somebody kills themselves, that means they go to the wrong place. I don't believe that. But it just makes me feel really sad when they say that. Instead of going to a happy place, they'd go to a sad.
Jonathan GoldsteinBut even if you don't believe it and you know it's nonsense, it's still kind of hurts that someone would say that?
EveYeah, it does. Because it's like somebody judging my papa, which, it's not a bad thing. A lot of people do that. But it just kind of feels a little weird. Like on the inside, it makes me feel like I'm going to scream and do something like that.
Jonathan GoldsteinWhat are the things that you wish that people would say?
EveProbably it's OK that that has happened. And we can help you with feeling better and understanding you. That's probably something I would want somebody to say.
 There's a kind of sorcery to it-- naming the dragon so you can defeat it.
p>
I sat in on the suicide group, which is different than the other groups, in that kids tend to come to meetings for a longer period of time, partly because they didn't get to say goodbye. The kids sit in a circle at the beginning of the meeting and hand around a talking stick. One by one they say their name, who died, and how they died.
EliasMy name is Elias, and the person who died was my dad. And he died by shooting himself with a gun. And he wanted to die.
LindseyHello, my name is Lindsey. My dad died. He died by suicide. And I regret not seeing him because I hadn't seen him for a couple of months before his death.
Jonathan GoldsteinThere's also a different question they respond to each time they meet. What do you miss most about the person? Is there anything you don't miss? Tonight's question is, what do you regret?
EthanMy name is Ethan, and the person who died is my dad. He died by shooting himself in the head. And I don't know if I have any regrets. I just can't remember.
Jonathan GoldsteinIt can take a long time for them to get to this point, where they can say the word "suicide." The Sharing Place never corrects any of the kids or forces them to say anything they don't want to. But they notice when a child is finally able to say it.
The night I was there, Aiden, the nine-year-old I talked to who had a hard time saying the word suicide, was finally able to say it in group. The volunteers sat around and talked about it afterwards.
Volunteer 1It was hard for him, I could tell. He wasn't about to say it. But he said it. And I was proud of him. But it took him probably at least a minute to actually get those words out.
Volunteer 2He had to ask his mom if it was OK to say.
Volunteer 3So she wasn't coaching him?
Volunteer 1Nope.
Volunteer 2No. Uh-huh. It was good.
Jonathan GoldsteinOn the other hand, Aiden's brother, Gavin, the six-year-old, talks about his dad's suicide incessantly. He also draws guns during play time and even sculpts them out of Play-Doh. This is Jill Macfarlane again.
Jill MacfarlaneHe tells everybody at school, my dad shot his brains. And it freaks everybody out. And so then he gets in trouble at school, which then he was like, I guess I can't ever talk about my dad.
But this is how kindergartners talk and process things. It's just easy for them to talk about. But it scares other people.
Jonathan GoldsteinIs it OK for other kids in their class to hear that kind of thing?
Jill MacfarlaneWell, yeah. I mean, is there a right answer to that? I don't know.
Jonathan GoldsteinI don't know either. If I were a parent, I'm not sure I'd want my kid hearing that kind of thing at school. And while Jill doesn't have an answer, she does think kids being allowed to express themselves is much healthier than sending them a message that it's wrong to say this kind of stuff out loud. And that's got to be a step in the right direction.
Sara MohammedI have very, very, very fond memories of this place. I actually tried to come through the side door because that was the door that I always came in through. And I was like, I can use the adult entrance finally.
Jonathan GoldsteinSara Mohammed hasn't been to The Sharing Place for a full six years. She's 21 now. But when she was 11, her older brother hanged himself.
Even though he was supposed to be babysitting her, her parents had told her to keep an eye out on him because of his past suicide attempts. Obviously what happened wasn't her fault. But she blamed herself, which is something I heard other kids here talk about too.
It's easy for an adult to say, don't be silly. It's not your fault. But it's a whole other thing to talk with a kid at The Sharing Place who says, I know exactly what you're talking about.
Sara MohammedIt was kind of nice seeing the older kids whose loved ones had been gone for a few years, how they were able to go to school normally and just live their normal lives because I just didn't want to go to school. I didn't want to be with kids who just didn't know. It was too hard.
Jonathan GoldsteinI asked Sara if there was a turning point, a moment when she began to feel like maybe she was doing a little better. She said, yes.
Sara MohammedWe were just out there painting rocks or something for a fundraiser. And we were just talking, just talking like normal. And I realized that I hadn't had a conversation like that in about a year just where I felt 100% free and just laughing and not feeling guilty about laughing and just happy. And yeah, that was really the first time in a good nine months after my brother had passed that I felt OK.
Jonathan GoldsteinIt's the kids themselves who decide when they're ready to stop coming to The Sharing Place. But on average, they stay about two years. When they're ready to leave, they have to announce their intention two times in group before their final goodbye.

Jonathan GoldsteinThe goodbye is ceremonial. And on the last night I was there, at the end of the meeting, they said goodbye to a kid named Robby. He sat in the circle with the other kids and volunteers. And anybody who wanted to could pick up the talking stick and say a few words. His friend, Jessica, was the last kid to do so.
JessicaI'll definitely miss you because you're like, one of my best friends in this group. And I'll miss seeing you. And our major fight that we had in the volcano room, it was not my fault.
RobbyYou asked for it.
JessicaNo I didn't.
RobbyYes, you did.
JessicaNo. It was just really fun. And I'm going to miss seeing you and miss hanging out with you.
Jonathan GoldsteinAt Robby's last meeting, there was a kid who'd just shown up. It was his first meeting. He had long bangs hanging over his eyes, and except for his name, didn't say anything the whole time.
Whenever a new person joins, the veteran kids have a chance to gauge their own progress, to remember what they were like when they first showed up and think about how bad it used to be, and how now it isn't as bad. And ultimately, like Robby, they'll make way for someone on the long waiting list, a list on which new names are added all the time. They'll say, I think it's time to go. And then they'll say it again.
[MUSIC - "TEACH THE GIFTED CHILDREN" BY LOU REED]
Credits.
Chana Joffe-WaltJonathan Goldstein is a producer at Gimlit Media. His new podcast, Heavyweight, comes out this fall.
Our program was produced by Robyn Semien, with Zoe Chace, Sean Cole, Stephanie Foo, Ira Glass, Miki Meek, Johnathan Menjivar, Bryan Reed, Alissa Shipp, and Nancy Updike. Our senior producer for today's show is Julie Snyder.
Editing help from Joel Lovell. Our technical director is Matt Tierney. Production help from Lyra Smith. Seth Lind is our operations director. Emily Condon is our production manager. Elise Bergerson is our office manager. Elna Baker scouts stories for our show. Research help from Michelle Harris and Christopher Swetala. Music help from Damian Graef and Rob Geddis.
[ACKNOWLEDGMENTS]
Our website, thisamericanlife.org. This American Life is delivered to Public Radio stations by PRX, the Public Radio Exchange. Thanks today to my boss, Ira Glass, who was very gracious in handing over today's show-- at first. But then, in the last day or so, I think he's a little bored or something. He keeps popping his head in randomly.
Child 3I'm Spider-Man. So you can do whatever I tell you to do.
Chana Joffe-WaltI'm Chana Joffe-Walt. Ira will be back next week with more stories of This American Life.
[MUSIC - "TEACH THE GIFTED CHILDREN" BY LOU REED]
© 2015 This American Life


Modules made to provide services over HTTP requests expose classes implementing {@link sk.fiit.peweproxy.plugins.services.RequestServiceModule} interface. Modules made to provide services over HTTP responses expose classes implementing {@link sk.fiit.peweproxy.plugins.services.ResponseServiceModule} interface.
When a request / response HTTP message is processed (real-time or late message processing) by the Adaptive Proxy platform, a representation of the HTTP message is passed sequentially to all successfully loaded request / response processing plugins. To read or modify processed message, these plugins need to use services available over that message obtained from message's {@link sk.fiit.peweproxy.services.ServicesHandle}, thus use active modules indirectly.
Service implementation providing
Modules provide services implementation by returning so called service provider
when asked to (by platform passing service definition interface). Service provider in turn
provides service implementation that is an instance that implements service definition
interface and that will be returned to other plugins when they ask for that service. Having
service provider as a wrapper for a service implementation, and not only the implementation
directly, is needed to isolate service usage from introducing changes made by the service
implementation into the actual message data.
Since it's ineffective to write changes, caused by using service, to the message data every single time any method of a service is called, service implementations are expected to operate on their own inner model of a message, that is written to the message data later when needed. Adaptive Proxy platform itself keeps watching when it's time to do that. When its the right time, it is the service provider who introduce changes made in the inner model of its service implementation to the actual message data. For more information on requesting service providers and signaling service providers to introduce changes to the actual message data, see {@link sk.fiit.peweproxy.plugins.services.ServiceProvider} and it's subclasses.
Reason for having this 3 layer design (module - service provider - service implementation) instead of just a module, also performing service provider's job, and a service implementation, is to enable a service module to provide services that differ in both identification and implementation. Different identification means that a module is allowed to provide realizations of different services. Different implementation means that a module is able to provide different implementations for the same service identification. For example, a module can provide realizations of the same service, e.g. fictional search results service, that differ heavily in code, thus being implemented in several other classes. When asked for a service, a module then decides what class to return as a service provider, based on actual message data. For example based on whether a message is a results page of Google, Bing, Yahoo, or other search portal supported by module.
Discovering available services
Adaptive Proxy platform keeps list of zero or many references to created and provided
service implementations inner models of which are considered up to date. If this list is
not empty, it either holds one or more service implementations inner models of which
are exact transformations of actual message data, or it holds single service
implementation inner model of which was modified so it is not exact transformation of
current message data it was built from.
Every time a plugin tries to access the message in a way that would make returned information inaccurate, the modified inner model of some service implementation, if there is such in the list, is written back to the actual message data, and the list is cleared first. This is when plugin tries to read or write HTTP header or use some service implementation other than only one with up to date inner mode (if there is one).
Only when an implementation of requested service or service being used is not in the
list (was not created and considered with up to date inner model), modules that are able
to provide that service are requested one by one to return service provider providing
implementation of that service. This is the situation when read only representation of a
HTTP message is passed to modules and they are not expected / allowed to modify it in any
way. That's why base services modifying a message (
{@link sk.fiit.peweproxy.services.content.ModifiableBytesService} and
{@link sk.fiit.peweproxy.services.content.ModifiableStringService}) won't be available
during this querying, which means that no message modifying services will be available.
First time any module return non null
service provider, its service
implementation is added to the list of implementations with up to date inner model.
Providing a service implementation itself can be a process that ends with service
implementation inner model of which is not exact transformation of the actual message data
it was built from. In such cases, service provider is expected to signal this (see
{@link sk.fiit.peweproxy.plugins.services.ServiceProvider#initChangedModel()}).
Platform also differentiates two types of methods of the services based on what type of
access to the inner model of the service implementation (thus message itself) do they
provide - read only methods and modifying methods. To distinguish whether a method is
read only or not, special annotation
{@link sk.fiit.peweproxy.services.ProxyService.readonly} is used. If a method in a service
definition (service interface) or a service implementation (provided by service provider)
is annotated with this readonly
flag, platform will not clear list of
up to date service implementations, since it consider method to only read inner model of
the service implementation without modifying it in any way.


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Toh_M_2012 |
Healthcare workers and H1N1 vaccination: Does having a chronic disease make a difference? |
Toh, Matthias Paul Han Sim; Kannan, Predeebha; Chen, Yongchang; Chng, Florence Liong Cheu; Tang, Wern Ee |
2012 |
2012-02-01 |
PMC |
N |
PMC7127734 |
22178521.0 |
10.1016/j.vaccine.2011.12.037 |
cq6bk5nx |
0.731004 |
To_K_2010, Della_Polla_2020 |
|
| 2 |
Chor_2009 |
Willingness of Hong Kong healthcare workers to accept pre-pandemic influenza vaccination at different WHO alert levels: two questionnaire surveys |
Chor, Josette S Y; Ngai, Karry LK; Goggins, William B; Wong, Martin C S; Wong, Samuel Y S; Lee, Nelson; Leung, Ting-fan; Rainer, Timothy H; Griffiths, Sian; Chan, Paul K S |
2009 |
2009-08-25 |
PMC |
N |
PMC2731837 |
19706937.0 |
10.1136/bmj.b3391 |
utmt5sva |
0.639910 |
|
Migault_2019, Hickey_2014 |
| 3 |
Lau_J_2009 |
Acceptability of A/H1N1 vaccination during pandemic phase of influenza A/H1N1 in Hong Kong: population based cross sectional survey |
Lau, Joseph T F; Yeung, Nelson C Y; Choi, K C; Cheng, Mabel Y M; Tsui, H Y; Griffiths, Sian |
2009 |
2009-10-27 |
PMC |
N |
PMC2768779 |
19861377.0 |
10.1136/bmj.b4164 |
ejha0oh6 |
0.635775 |
To_K_2010 |
To_K_2010 |
| 4 |
Wong_2016 |
Ad Hoc Influenza Vaccination During Years of Significant Antigenic Drift in a Tropical City With 2 Seasonal Peaks: A Cross-Sectional Survey Among Health Care Practitioners |
Wong, Martin C.S.; Nelson, E. Anthony S.; Leung, Czarina; Lee, Nelson; Chan, Martin C.W.; Choi, Kin Wing; Rainer, Timothy H.; Cheng, Frankie W.T.; Wong, Samuel Y.S.; Lai, Christopher K.C.; Lam, Bosco; Cheung, Tak Hong; Leung, Ting Fan; Chan, Paul K.S. |
2016 |
2016-05-13 |
NONCOMM |
N |
PMC4902475 |
27175633.0 |
10.1097/md.0000000000003359 |
e6e6omxt |
0.621795 |
Knapp_2008 |
Migault_2019 |
| 5 |
Chen_2010 |
Promotion of seasonal influenza vaccination among staff in residential care homes for elderly in Hong Kong |
Chen, H.; Ng, Sammy; King, Mark E.; Fong, Carol; Ng, W.P.; Szeto, K.H.; Ho, Sara; Leung, Jane; Lam, C.K.; Chan, Shelley; Chan, W.M.; Wong, T.Y. |
2010 |
2010-12-31 |
PMC |
N |
PMC7129256 |
|
10.1071/hi10023 |
yp4gscbk |
0.620571 |
To_K_2010, Knapp_2008 |
Lau_L_2009, Ward_2010 |
| 6 |
Lau_J_2010 |
Factors in association with acceptability of A/H1N1 vaccination during the influenza A/H1N1 pandemic phase in the Hong Kong general population |
Lau, Joseph T.F.; Yeung, Nelson C.Y.; Choi, K.C.; Cheng, Mabel Y.M.; Tsui, H.Y.; Griffiths, Sian |
2010 |
2010-06-23 |
PMC |
N |
PMC7131323 |
20457289.0 |
10.1016/j.vaccine.2010.04.076 |
2zzfz2st |
0.611531 |
To_K_2010 |
Lau_J_2009 |
| 7 |
Teo_L_2019 |
Attitudes and perception of influenza vaccines among older people in Singapore: A qualitative study |
Teo, L.M.; Smith, H.E.; Lwin, M.O.; Tang, W.E. |
2019 |
2019-10-16 |
PMC |
N |
PMC7130882 |
31542261.0 |
10.1016/j.vaccine.2019.09.037 |
imatoqzt |
0.608646 |
|
Hickey_2014 |
| 8 |
To_K_2010 |
Exploring determinants of acceptance of the pandemic influenza A (H1N1) 2009 vaccination in nurses |
To, Kin-Wang; Lee, Sing; Chan, Tat-On; Lee, Shui-Shan |
2010 |
2010-10-31 |
PMC |
N |
PMC7115264 |
20566229.0 |
10.1016/j.ajic.2010.05.015 |
p6cc98xa |
0.604972 |
|
|
| 9 |
Rubin_2010 |
Reassuring and managing patients with concerns about swine flu: Qualitative interviews with callers to NHS Direct |
Rubin, G James; Amlôt, Richard; Carter, Holly; Large, Shirley; Wessely, Simon; Page, Lisa |
2010 |
2010-08-02 |
COMM-USE |
N |
PMC2919480 |
20678192.0 |
10.1186/1471-2458-10-451 |
k9qiwy1b |
0.597821 |
|
Lam_K_2013 |
| 10 |
Bellia_2013 |
Healthcare worker compliance with seasonal and pandemic influenza vaccination |
Bellia, Claire; Setbon, Michel; Zylberman, Patrick; Flahault, Antoine |
2013 |
2013-08-27 |
PMC |
N |
PMC5909401 |
24034493.0 |
10.1111/irv.12088 |
3vo8gcvz |
0.555685 |
|
|
| 11 |
Kee_S_2007 |
Influenza vaccine coverage rates and perceptions on vaccination in South Korea |
Kee, Sae Yoon; Lee, Jin Soo; Cheong, Hee Jin; Chun, Byung Chul; Song, Joon Young; Choi, Won Suk; Jo, Yu Mi; Seo, Yoo Bin; Kim, Woo Joo |
2007 |
2007-09-30 |
PMC |
N |
PMC7132372 |
17602750.0 |
10.1016/j.jinf.2007.04.354 |
ruf4rzxm |
0.552624 |
To_K_2010 |
|
| 12 |
Heo_J_2013 |
Risk Perception, Preventive Behaviors, and Vaccination Coverage in the Korean Population during the 2009–2010 Pandemic Influenza A (H1N1): Comparison between High-Risk Group and Non–High-Risk Group |
Heo, Jung Yeon; Chang, Soung Hoon; Go, Min Jung; Kim, Young Mee; Gu, Sun Hye; Chun, Byung Chul |
2013 |
2013-05-17 |
COMM-USE |
N |
PMC3656839 |
23691175.0 |
10.1371/journal.pone.0064230 |
ii50gly3 |
0.546706 |
To_K_2010 |
Kee_S_2007, Hickey_2014, To_K_2010 |
| 13 |
Seale_2010 |
Why do I need it? I am not at risk! Public perceptions towards the pandemic (H1N1) 2009 vaccine |
Seale, Holly; Heywood, Anita E; McLaws, Mary-Louise; Ward, Kirsten F; Lowbridge, Chris P; Van, Debbie; MacIntyre, C Raina |
2010 |
2010-04-19 |
COMM-USE |
N |
PMC2864274 |
20403201.0 |
10.1186/1471-2334-10-99 |
x0bio5bl |
0.537090 |
To_K_2010 |
To_K_2010, Hickey_2014, Ibuka_2010 |
| 14 |
Liao_2011 |
Factors Affecting Intention to Receive and Self-Reported Receipt of 2009 Pandemic (H1N1) Vaccine in Hong Kong: A Longitudinal Study |
Liao, Qiuyan; Cowling, Benjamin J.; Lam, Wendy Wing Tak; Fielding, Richard |
2011 |
2011-03-11 |
COMM-USE |
N |
PMC3055876 |
21412418.0 |
10.1371/journal.pone.0017713 |
57es391o |
0.528915 |
To_K_2010 |
Timpka_2014, To_K_2010, Lau_J_2009, Liao_2010 |
| 15 |
ZHANG_2011 |
Seasonal influenza vaccination knowledge, risk perception, health beliefs and vaccination behaviours of nurses |
ZHANG, J.; WHILE, A. E.; NORMAN, I. J. |
2011 |
2011-11-18 |
NONCOMM |
N |
PMC3405768 |
22093804.0 |
10.1017/s0950268811002214 |
lzhobnch |
0.488005 |
Knapp_2008, DeWitt_2020, To_K_2010 |
Kee_S_2007, To_K_2010 |
| 16 |
Ward_2010 |
Annual influenza vaccination: coverage and attitudes of primary care staff in Australia |
Ward, Kirsten; Seale, Holly; Zwar, Nicholas; Leask, Julie; MacIntyre, C. Raina |
2010 |
2010-10-12 |
PMC |
N |
PMC4942009 |
21306577.0 |
10.1111/j.1750-2659.2010.00158.x |
j5sfiyz8 |
0.485190 |
Knapp_2008 |
|
| 17 |
Esan_2012 |
Influenza A(H1N1)pdm09 and flu response centres: Characteristics of flu response centre staff in the West Midlands |
Esan, O.; Cowin, A.; Olowokure, B. |
2012 |
2012-09-30 |
PMC |
N |
PMC7118750 |
22929234.0 |
10.1016/j.puhe.2012.06.008 |
76fencqf |
0.477726 |
|
|
| 18 |
Ives_2009 |
Healthcare workers' attitudes to working during pandemic influenza: a qualitative study |
Ives, Jonathan; Greenfield, Sheila; Parry, Jayne M; Draper, Heather; Gratus, Christine; Petts, Judith I; Sorell, Tom; Wilson, Sue |
2009 |
2009-02-12 |
COMM-USE |
N |
PMC2654560 |
19216738.0 |
10.1186/1471-2458-9-56 |
rnkawxrq |
0.455887 |
|
Lam_K_2013, Draper_2008, Hickey_2014 |
| 19 |
Stuart_2008 |
Preparing for an influenza pandemic: healthcare workers’ opinions on working during a pandemic |
Stuart, Rhonda L.; Gillespie, Elizabeth E. |
2008 |
2008-09-30 |
PMC |
N |
|
|
10.1071/hi08024 |
car11tje |
0.435006 |
DeWitt_2020 |
Hickey_2014 |
| 20 |
Seale_2009 |
"Will they just pack up and leave?" – attitudes and intended behaviour of hospital health care workers during an influenza pandemic |
Seale, Holly; Leask, Julie; Po, Kieren; MacIntyre, C Raina |
2009 |
2009-02-13 |
COMM-USE |
N |
PMC2661074 |
19216792.0 |
10.1186/1472-6963-9-30 |
folvd24f |
0.426949 |
Knapp_2008 |
Tzeng_2016, Cruz_2016, Lam_K_2013 |
| 21 |
Masuet‐Aumatell_2012 |
Prevention of influenza among travellers attending at a UK travel clinic: beliefs and perceptions. A cross‐sectional study |
Masuet‐Aumatell, Cristina; Toovey, Stephen; Zuckerman, Jane N. |
2012 |
2012-09-24 |
PMC |
N |
PMC5781004 |
22998606.0 |
10.1111/irv.12010 |
c7q3vh2c |
0.423986 |
|
Hickey_2014, Migault_2019 |
| 22 |
Lee_S_2013 |
Declining Influenza Vaccination Coverage among Nurses, Hong Kong, 2006–2012 |
Lee, Shui Shan; Wong, Ngai Sze; Lee, Sing |
2013 |
2013-10-23 |
PMC |
N |
PMC3810738 |
24047868.0 |
10.3201/eid1910.130195 |
95ygils5 |
0.417516 |
To_K_2010 |
Chen_2010 |
| 23 |
Badahdah_2018 |
Mandatory meningococcal vaccine, and other recommended immunisations: Uptake, barriers, and facilitators among health care workers and trainees at Hajj |
Badahdah, Al-Mamoon; Alfelali, Mohammad; Alqahtani, Amani S; Alsharif, Saeed; Barasheed, Osamah; Rashid, Harunor |
2018 |
2018-12-26 |
NONCOMM |
N |
PMC6306626 |
30613671.0 |
10.12998/wjcc.v6.i16.1128 |
1jzqzc7r |
0.396645 |
Knapp_2008, To_K_2010 |
Badahdah_2019 |
| 24 |
Hilton_2010 |
Public views of the uk media and government reaction to the 2009 swine flu pandemic |
Hilton, Shona; Smith, Emily |
2010 |
2010-11-15 |
COMM-USE |
N |
PMC2998491 |
21078169.0 |
10.1186/1471-2458-10-697 |
mg2zikyp |
0.394766 |
|
|
| 25 |
Wu_C_2014 |
Beliefs and Knowledge about Vaccination against AH1N1pdm09 Infection and Uptake Factors among Chinese Parents |
Wu, Cynthia Sau Ting; Kwong, Enid Wai Yung; Wong, Ho Ting; Lo, Suet Hang; Wong, Anthony Siu Wo |
2014 |
2014-02-14 |
COMM-USE |
N |
PMC3945580 |
24534766.0 |
10.3390/ijerph110201989 |
wg7js4i9 |
0.384295 |
Knapp_2008 |
Badahdah_2019 |
| 26 |
Lau_L_2009 |
Prevalence and correlates of influenza vaccination among non-institutionalized elderly people: An exploratory cross-sectional survey |
Lau, Lam; Lau, Ying; Lau, Ying Hon |
2009 |
2009-06-30 |
PMC |
N |
PMC7094414 |
19162264.0 |
10.1016/j.ijnurstu.2008.12.006 |
m6kxs0wt |
0.378359 |
Knapp_2008 |
Chen_2010, Hickey_2014 |
| 27 |
Draper_2008 |
Healthcare workers' attitudes towards working during pandemic influenza: A multi method study |
Draper, Heather; Wilson, Sue; Ives, Jonathan; Gratus, Christine; Greenfield, Sheila; Parry, Jayne; Petts, Judith; Sorell, Tom |
2008 |
2008-06-02 |
COMM-USE |
N |
PMC2423372 |
18518971.0 |
10.1186/1471-2458-8-192 |
9bs1udnv |
0.376869 |
|
Lam_K_2013, Tzeng_2016, Ives_2009 |
| 28 |
Cresswell_2014 |
A questionnaire-based survey on the uptake and use of cattle vaccines in the UK |
Cresswell, E.; Brennan, M. L.; Barkema, H. W.; Wapenaar, W. |
2014 |
2014-07-11 |
NONCOMM |
N |
PMC4562447 |
26392877.0 |
10.1136/vropen-2014-000042 |
1ksahg3o |
0.369481 |
|
|
| 29 |
Kanadiya_2010 |
Preventive behaviors, beliefs, and anxieties in relation to the swine flu outbreak among college students aged 18–24 years |
Kanadiya, Mehulkumar K.; Sallar, Anthony M. |
2010 |
2010-10-16 |
PMC |
N |
PMC7087647 |
|
10.1007/s10389-010-0373-3 |
imyvmgdk |
0.364244 |
Ly_S_2007 |
Neupane_2012, Balkhy_2010 |
| 30 |
Goni_2019 |
Uptake of Recommended Vaccines and Its Associated Factors Among Malaysian Pilgrims During Hajj and Umrah 2018 |
Goni, Mohammed Dauda; Naing, Nyi Nyi; Hasan, Habsah; Wan-Arfah, Nadiah; Deris, Zakuan Zainy; Arifin, Wan Nor; Baaba, Aisha Abubakar |
2019 |
2019-09-18 |
COMM-USE |
N |
PMC6759542 |
31620419.0 |
10.3389/fpubh.2019.00268 |
co11vspl |
0.358414 |
To_K_2010 |
Badahdah_2019, Dauda_Goni_2019 |
| 31 |
Rubin_2009 |
Public perceptions, anxiety, and behaviour change in relation to the swine flu outbreak: cross sectional telephone survey |
Rubin, G James; Amlôt, Richard; Page, Lisa; Wessely, Simon |
2009 |
2009-07-02 |
PMC |
N |
PMC2714687 |
19574308.0 |
10.1136/bmj.b2651 |
si9jhugj |
0.320643 |
|
Kanadiya_2010, Rubin_2010, Timpka_2014, Atchison_2020 |
| 32 |
Van_D_2010 |
University life and pandemic influenza: Attitudes and intended behaviour of staff and students towards pandemic (H1N1) 2009 |
Van, Debbie; McLaws, Mary-Louise; Crimmins, Jacinta; MacIntyre, C Raina; Seale, Holly |
2010 |
2010-03-14 |
COMM-USE |
N |
PMC2841672 |
20226093.0 |
10.1186/1471-2458-10-130 |
axio9zna |
0.315830 |
DeWitt_2020, Knapp_2008 |
Hickey_2014, Griffiths_2010 |
| 33 |
Hilton_2010 |
Newsprint media representations of the introduction of the HPV vaccination programme for cervical cancer prevention in the UK (2005–2008) |
Hilton, Shona; Hunt, Kate; Langan, Mairi; Bedford, Helen; Petticrew, Mark |
2010 |
2010-03-31 |
PMC |
N |
PMC2835855 |
20064682.0 |
10.1016/j.socscimed.2009.11.027 |
hw57silv |
0.306458 |
|
|


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~ 9 min
2 weeks in Thailand with 2 kids
Mid March we travelled from Kathmandu to Bangkok to spend 2 weeks in Thailand as an improvised family vacation! For visa reasons we needed to get out of Nepal (to later have some more time in the country) and we decided Thailand was a good option because it had a direct (only 3 hour) flight from Kathmandu, no too expensive and we were excited about swimming in its beautiful beaches!
It was a wonderful vacation full of sweat, salt, water, mangos and pad thai!!
Here is what we did!
We first spent 3 nights in Bangkok to discover a little bit the big city, do some shopping and get a first taste of the new country!
 We took it very easy because it was so hot and the kids were not used to it, especially the first day! It felt like summer in Florida, humid and sticky! We were so glad our hotel room had AC and we could take breaks and nap during the day! We stayed at the “Shanti Lodge”, a family-oriented guest house and really enjoyed our stay! It had a little play area next to the restaurant, delicious food options, from homemade granola for breakfast to delicious pad thai dinner, cocktails and desserts. The family room was simple but perfect for us! If you are looking for a quality budget acomodation you should check them out.
One morning we took a boat taxi, we visited the Buddhist riversite temple “Wat Arun”, we had some coconut water, crossed the river with another boat to a market, had lunch and walked around!
I had to rent this skirt because you are not allowed to go in the temple wearing shorts.
A much needed ice cream break!
One afternoon we went to the Changchui Creative Market, the most well-known “creative space” in Thailand. It consists of event spaces, art galleries, restaurants, cafes, bars, antique stores and spaces for street music and shows! It was fun to walk around discovering different art pieces! The kids had a great time!
After 3 days in Bangkok we took a domestic flight to Phuket, this mountainous island in the Andaman Sea. We had a reservation in the Hotel Smile Residence for 3 nights but we only ended up staying 2 nights. The hotel was great, with a very nice big room, a great pool and a very (very) basic breakfast. But the location was not so great.
We rented a motorcycle (to ride as a family like the locals do) and it was fun but very scary with the traffic!
After that we didn’t have more reservations, the idea was to go with the flow and leave some days open of our trip to be able do decide, once there, what we wanted to do. We decided to go to Phi Phi Islands. We made a reservation for one night and went! We found it difficult to reserve for longer without really knowing the place and we wanted to be free to change plans.
We took a speed boat from Phuket city to Phi Phi Island, which took about 45 min. The island was amazing!! No cars, just pedestrian streets, beautiful beaches, a lot of restaurants and yes, party bars too, but it didn’t bother us. We stayed a first night at the PP Nice Beach Resort.  The family room was nice but the AC didn’t work really well and they didn’t have a pool. Ramona was really loving swimming at the pool so we decided to look for another hotel.
We found JJ Residence Hotel to be a good fit for us. The room was nice and we had direct acces to the pool from our balcony, which was great and fun! The balcony was also a good hang-out spot for the kids, to play with water out of the sun!
We loved the island so much that we ended up staying all week! Galileo got a little sick half way through our trip (with a bd cold) so we didn’t want to travel more until he got better. Also, travelling days are not that fun and mostly exhausting… So instead of seeing more islands we decided to enjoy the one we were at and really discover it’s natural beauty! We had a nice and relaxed week of swimming, eating thai food, drinking fruit shakes to help with the heat, trying different thai desserts, eating a lot of mangos, enjoying the sunsets from the beach and night swimming! It was quite perfect!
A couple of afternoons we rented a boat to go to different beaches (that’s the only way you can reach some of the most beautiful beaches of the island, by boat!).
We really loved “Nui Bay” beach. It was the perfect little beach, with white sand, very few people, black rocks and palm trees around, where you can enjoy the most beautiful sunset!
We spent our days like this: wake up, go out for breakfast around the corner to our favorite bakery/breakfast place (the pros of staying a long time in one place is that you get to know the people and start having favorite spots, and we really like that!), Joe would work for a while, while me and the kids would go swim, either to the pool or to the beach.
Around 12 we would have lunch. A few days it was just me and Ramona (because Galileo was extra tired feeling sick and needed more sleep than food…, and Joe was catching up on work), going out for lunch! It was so especial to have some time one on one with her, talking about everything and sharing good food together! I will always remember those lunch dates with my almost 4 year old daughter!
Mango sticky rice, a classic Thai dessert.
After nap we would grab a snack and go together to discover a different beach every afternoon.
After swimming all afternoon we had dinner out! There were so many restaurants! Our favorites were the ones right next to the ocean!
After a week it was time to hit back. We decided to travel back to Bangkok (Phi Phi to Phuket and then to Bangkok) all in one day. This time we took the ferry back to Phuket, which took longer than the speed boat (about 2 hours) but it was cheaper and also much nicer, with AC and room to walk around, which helps travelling with kids!! Then we flew to Bangkok and this time we found a hotel close to the airport so we were not wasting time on the comute the next day.
Pizza on the hotel room floor after a long day of travelling and a quick swim in the hotel’s pool!!
If you are looking for a hotel close to the airport, we really enjoyed our stay at Asias Boutique Club. The room was great, had a big pool and it felt very homey and personal.
That was our vacation! We didn’t see all of Thailand, we didn’t visit the most important temples in Bangkok, we didn’t go to all the beautiful islands the country has! But we did enjoy our time together in a very different country and will always have great memories of those 2 weeks and all the delicious mangos we ate! That’s why we travel!
And the video!!


Club Championship 2018 Event 7
| Kib 10 |
10 July 18 |
|
10 |
miles |
| Name |
Position |
Road bike |
Actual Time |
Avg. mph |
| |
|
|
|
|
| Jordan
Peacock |
1 |
|
00:20:44 |
28.94 |
| Ben
Smith |
2 |
|
00:21:50 |
27.48 |
| Matt
Plews |
3 |
|
00:22:01 |
27.25 |
| Robert
Barker |
4 |
|
00:22:06 |
27.15 |
| Will
Spencer |
5 |
|
00:22:37 |
26.53 |
| Michael
Burke |
6 |
|
00:22:44 |
26.39 |
| Jonathan
Durnin |
7 |
|
00:22:58 |
26.12 |
| James
Lowe |
8 |
|
00:23:09 |
25.92 |
| Austin
Smith |
9 |
|
00:23:29 |
25.55 |
| Nik
Kershaw |
10 |
|
00:23:50 |
25.17 |
| Chris
Dainty |
11 |
|
00:24:05 |
24.91 |
| Timothy Smith |
12 |
|
00:24:14 |
24.76 |
| Roger
Kockelbergh |
13 |
|
00:24:35 |
24.41 |
| Carl
Roberts |
14 |
|
00:24:44 |
24.26 |
| Gary
Roberts |
15 |
|
00:24:48 |
24.19 |
| James
Tate |
16 |
|
00:24:56 |
24.06 |
| Linda
Hubbard |
17 |
|
00:25:00 |
24.00 |
| Mitchell
James |
18 |
|
00:25:14 |
23.78 |
| Simon
Ward |
19 |
|
00:25:24 |
23.62 |
| Stuart
Dawkins |
20 |
|
00:25:26 |
23.59 |
| Steven
Coulam |
21 |
|
00:25:41 |
23.36 |
| Mike
Sirbitt |
22 |
|
00:25:58 |
23.11 |
| Matthew
Vallins |
23 |
1 |
00:26:04 |
23.02 |
| Michael
Church |
24 |
|
00:26:08 |
22.96 |
| David
Reay |
25 |
|
00:26:18 |
22.81 |
| Vic
Barnett |
26 |
|
00:26:45 |
22.43 |
| Andrew
Jones |
27 |
|
00:26:54 |
22.30 |
| David
Bayliss |
28 |
|
00:26:59 |
22.24 |
| Stewart
Holland |
29 |
2 |
00:27:02 |
22.19 |
| Dominic
Switzer |
30 |
|
00:27:04 |
22.17 |
| Jennifer
Clegg |
31 |
|
00:27:09 |
22.10 |
| Paul
Percival |
32 |
|
00:27:13 |
22.05 |
| Jonny
Simpson |
33 |
|
00:27:21 |
21.94 |
| John
Welsford |
34 |
|
00:27:27 |
21.86 |
| Charlie
Simpson |
35 |
3 |
00:28:23 |
21.14 |
| Danielle
Martin |
36 |
|
00:30:09 |
19.90 |
| Andrew
Weatherby |
37 |
4 |
00:30:20 |
19.78 |
| Lorna
Marlow |
38 |
5 |
00:30:32 |
19.65 |
| Claire Moore |
39 |
6 |
00:30:50 |
19.46 |
| Debbie
Ward |
40 |
7 |
00:34:40 |
17.31 |
|
|
|
|
|


TerminalCharacterSet
public enum TerminalCharacterSet : CustomStringConvertible
Represents the different build in character sets that are provided in STLR
-
White space characters
Declaration
Swift
case whitespaces
-
New line characters
Declaration
Swift
case newlines
-
Both white spaces and new lines
Declaration
Swift
case whitespacesAndNewlines
-
All decimal digits
Declaration
Swift
case decimalDigits
-
All characters from the Roman alphabet and all decimal digits
Declaration
Swift
case alphanumerics
-
All characters from the Roman alphabet
Declaration
Swift
case letters
-
All upper case Roman characters
Declaration
Swift
case uppercaseLetters
-
All lower case Roman characters
Declaration
Swift
case lowercaseLetters
-
A custom range
Declaration
Swift
case customRange(CharacterSet,start:UnicodeScalar,end:UnicodeScalar)
-
A combination of mulitple sets
Declaration
Swift
case multipleSets([TerminalCharacterSet])
-
A string where each character defines an element in the set
Declaration
Swift
case customString(String)
-
Creates a new instance based on the supplied value
Declaration
Swift
public init?(rawValue:String)
Parameters
rawValue
The string captured during parsing
-
A human readable description
Declaration
Swift
public var description: String


This article was originally written for the online discussion series ‘Athenian Law in its Democratic Context,’ organized by Adriaan Lanni and sponsored by Harvard University’s Center for Hellenic Studies.
Aeschines son of Atrometus of the deme Cothocidae (390-ca. 322) was an actor before becoming a politician, for which he is repeatedly lampooned by Demosthenes. He served on the Athenian embassies to Philip regarding the ‘Peace of Philocrates;’ in the period which followed his support for the peace brought him into constant conflict with Demosthenes. Upon his return from the second embassy in 346 he was accused of taking Macedonian bribes by Demosthenes and his associate Timarchus. He counterattacked by prosecuting Timarchus for speaking in the Assembly after having prostituted himself, and won his case with the oration ‘Against Timarchus’ (1). When Demosthenes revived the allegations of bribery in 343, Aeschines defended himself with the speech ‘On the False Embassy’ (2). He barely escaped conviction, and his influence was clearly on the wane.
In spring 339, as an Athenian representative at the meeting of the Amphictyonic League, Aeschines successfully deflected the wrath of the League from Athens onto Amphissa. However, the Fourth Sacred War against Amphissa bore bitter fruit for the Athenians as well, as it brought Philip into central Greece and eventually led to the battle of Chaeroneia. In 336 Aeschines indicted Ctesiphon for proposing the grant of a gold crown to Demosthenes. When the case came to trial six years later, Aeschines delivered his oration ‘Against Ctesiphon’ (3). Despite the legal merits of his case, he received less than twenty percent of the jury’s votes, and he left Athens to teach rhetoric on Rhodes. (See also Oratory.)


{% extends 'panel/basic.html' %} {% block content %} {% load static %}
You started working at {{ induty.in_time }}
Click to get Started


Restore Database
Click "Run SQL" to execute the SQL statement above.
The menu to the left displays the database, and will reflect any changes.
You can restore the database at any time.


--- layout: post title: "Lessons From the Nebula" date: 2013-03-24 00:46:59 +0000 permalink: /2013/03/24/lessons-from-the-nebula/ category: Security tags: - GDB - CTF - Reverse Engineering redirect_from: - /blog/lessons-from-the-nebula/ ---
Exploit-Exercises.com's Nebula, that is. I just spent a good 8 hours or so working through the levels there, and I'm pretty sure I took much longer than I should have. In any case, there were a couple of things I was disappointed by: running "getflag" to get a flag (or otherwise being delivered a token) didn't provide you with anything to really validate what you were doing. You can actually jump directly to any level (which is good when you reset your VM) but not so interesting for "progression" or the sense of accomplishment -- at least for me.
I did, however, learn 3 completely new things from this set of challenges.
1. You can change register values within gdb.
Let's say you have a binary built from the following code:
int main(int argc,char **argv) { if(getuid() == 0) { printf("Yes, you have root."); } else { printf("Nope, no root."); } }
Other than getting root, can you get it to print "Yes, you have root?" Let's assume you can't edit or rebuild the binary, only execute it.
GDB to the rescue! Let's see what the code looks like in gdb:
$ gdb -q ./g Reading symbols from /home/david/tmp/getuid/g...(no debugging symbols found)...done. (gdb) break main Breakpoint 1 at 0x400550 (gdb) run Starting program: /home/david/tmp/getuid/g Breakpoint 1, 0x0000000000400550 in main () (gdb) disass Dump of assembler code for function main: 0x000000000040054c : push %rbp 0x000000000040054d : mov %rsp,%rbp => 0x0000000000400550 : sub $0x10,%rsp 0x0000000000400554 : mov %edi,-0x4(%rbp) 0x0000000000400557 : mov %rsi,-0x10(%rbp) 0x000000000040055b : callq 0x4004200x0000000000400560 : test %eax,%eax 0x0000000000400562 : jne 0x400570 0x0000000000400564 : mov $0x40063c,%edi 0x0000000000400569 : callq 0x400410 0x000000000040056e : jmp 0x40057a 0x0000000000400570 : mov $0x400650,%edi 0x0000000000400575 : callq 0x400410 0x000000000040057a : mov $0x0,%eax 0x000000000040057f : leaveq 0x0000000000400580 : retq End of assembler dump.
We can see the call to getuid @0x40055b, so we know the comparison we're interested in is right after that. test, not to be confused with cmp, does a logical and on the arguments (which, when they are the same, returns the value itself) and then compares to 0. So we want that test to see it as 0. Let's set a breakpoint there and see what eax gives us.
(gdb) break *0x400560 Breakpoint 2 at 0x400560 (gdb) c Continuing. Breakpoint 2, 0x0000000000400560 in main () (gdb) disass ... => 0x0000000000400560 : test %eax,%eax ...
At this point, there are two approaches we can take. We can either change the value of %eax to be 0 (so 0 & 0 == 0) or we can alter %rip (on 64-bit, use %eip on 32-bit) to main+24 which will get us inside the code that would've been skipped by the branch. Personally, I think changing eax is the more obvious, so let's do that and continue execution:
(gdb) set $eax=0 (gdb) c Continuing. Yes, you have root. [Inferior 1 (process 6242) exited normally]
And we're done! Changing rip would work similarly as we can see here:
(gdb) set $rip=0x400564 (gdb) c Continuing. Yes, you have root. [Inferior 1 (process 6961) exited normally]
2. Bash Case Modification
Did you know that bash can modify case when evaluating a variable? Neither did I, until today...
$ FOO='foo Bar Baz' $ echo ${FOO^^} FOO BAR BAZ $ echo ${FOO^} Foo Bar Baz $ echo ${FOO,,} foo bar baz $ echo ${FOO~~} FOO bAR bAZ
WTF? I guess bash is trying to displace tr and sed. (Don't forget about ${VAR/.ext/} and similar constructs.)
3. Arbitrary Python Code Executed when de-pickling
import pickle import subprocess class PickleLS(object): def __reduce__(self): args = (('/bin/ls',),) return (subprocess.Popen, args) pickle.loads(pickle.dumps(PickleLS()))
This is a strong reminder to never unpickle untrusted data. Please, go use JSON, YAML, or (if you want to be "enterprisey") use XML. Pickle is not a data interchange format!
So, I'm on to protostar to see what more tricks the guys at Exploit-Exercises have up their sleeves.


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XCUIElementAttributes Protocol Reference
| Declared in | XCUIElementAttributes.h |
|---|
Overview
Protocol describing the attributes exposed on user interface elements and available during query matching. These attributes represent data exposed to the Accessibility system.
identifier
required method
The accessibility identifier.
@property (readonly) NSString *identifier
Discussion
The accessibility identifier.
Declared In
XCUIElementAttributes.h
frame
required method
The frame of the element in the screen coordinate space.
@property (readonly) CGRect frame
Discussion
The frame of the element in the screen coordinate space.
Declared In
XCUIElementAttributes.h
value
required method
The raw value attribute of the element. Depending on the element, the actual type can vary.
@property (readonly, nullable) id value
Discussion
The raw value attribute of the element. Depending on the element, the actual type can vary.
Declared In
XCUIElementAttributes.h
title
required method
The title attribute of the element.
@property (readonly, copy) NSString *title
Discussion
The title attribute of the element.
Declared In
XCUIElementAttributes.h
label
required method
The label attribute of the element.
@property (readonly, copy) NSString *label
Discussion
The label attribute of the element.
Declared In
XCUIElementAttributes.h
elementType
required method
The type of the element. /seealso XCUIElementType.
@property (readonly) XCUIElementType elementType
Discussion
The type of the element. /seealso XCUIElementType.
Declared In
XCUIElementAttributes.h
enabled
required method
Whether or not the element is enabled for user interaction.
@property (readonly, getter=isEnabled) BOOL enabled
Discussion
Whether or not the element is enabled for user interaction.
Declared In
XCUIElementAttributes.h
horizontalSizeClass
required method
The horizontal size class of the element.
@property (readonly) XCUIUserInterfaceSizeClass horizontalSizeClass
Discussion
The horizontal size class of the element.
Declared In
XCUIElementAttributes.h
verticalSizeClass
required method
The vertical size class of the element.
@property (readonly) XCUIUserInterfaceSizeClass verticalSizeClass
Discussion
The vertical size class of the element.
Declared In
XCUIElementAttributes.h


My name is Brian Garrity. After college I moved to Chicago for two years. While in Chicago, I worked in the restaurant industry and had a chance to work at a Michelin Star restaurant after my first year living there. I love trying new restaurants, cooking, and pretty much anything that has to do with food.
Due to the impact the restaurant industry has had with the pandemic, I decided to move back to my home in Connecticut. With the purpose to pursue a career change that can provide more stability and growth. During my time home, I took the initiative and completed UConn's Full Stack Development Bootcamp. The bootcamp was approximately 6 months long and I learned a lot of different software engineering skills during this time. After that, I took apart in a 6 week coding bootcamp with Southern Methodist University. Now that I have completed those bootcamps, I am pursing a software engineering career in web development. Here are some of the skills that I learned while part of those bootcamps.
Skills: AWS API AJAX Bootstrap CSS DOTENV Express Express-handlebars HTML Java Javascript JawsDB Jquery JSON JUnit Maven Moment.js MongoDB Mongoose MySql Node.js Object-Oriented Programming(OOP) ORM React React-Native RESTful API's Sequelize SpringBoot Test Driven Development(TDD)