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User talk:Aphedox

RE: Learned vs Learnt
It's a difference between American and British English. "Learned" is only ever seen as wrong in the UK. I don't know whether Wikibooks has the same rules as Wikipedia on the matter, but see here on en-wiki. Thanks for your consideration! Regards, Celestianpower 11:50, 30 December 2006 (UTC)

Welcome
Hello and welcome to Wikibooks!

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Good luck! -- Herby talk thyme 12:08, 30 December 2006 (UTC)

title: User talk:Aphedox


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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

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Talk:Haskell/Control structures

Note that the if and case stuff is now redundant with the recently imported YAHT text on conditional statements (see Haskell/Variables and functions. We should decide what to do with this page.  There's still a bit about guards which is worth talking about at some point.  Also, showing all the conditional expressions on the same page is quite useful -- Kowey 13:06, 30 December 2006 (UTC)

"The difference between if and case"
The section "The difference between if and case" distinguishes between the "if" expression and the "case" expression, but I do not think this is correct. The Haskell 98 specification states that an "if" expression (if x then 1 else 2) is always equivalent to a "case" expression (case x of { True -> 1 ; False -> 2 }). 66.214.200.47 (talk) 04:47, 21 April 2008 (UTC)

title: Talk:Haskell/Control structures


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User talk:84.230.119.185

Xania talk 13:19, 30 December 2006 (UTC)

title: User talk:84.230.119.185


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User talk:Herbythyme/Compost3

'''This is my talk page archive - don't edit it. New messages on my talk page, thanks'''

Transwikiing
Well, here's the nutshell:

 * 1. Go to Special:Import and bookmark the Import dialog.
 * 2. Find the wikipedia article (hopefully the same name), copy the name, then open the import dialog and paste the name in the window.
 * 3. If it's a Cookbook article, put it in the Cookbook namespace (make sure there's not already a cookbook article first!). Otherwise, just leave it as default (Transwiki). Leave it default oftherwise (you do want all revisions).
 * 4. click Import, and wait for confirmation.
 * 5a. If it's a cookbook article, add the template Cookwork. Then add the template copied recipe or Copied to Wikibooks Cookbook to the wikipedia article.
 * 5b. If it's any other sort of article, tag the module with (you must subst: that template!), and add either Copied to Wikibooks or copied howto to the wikipedia article.

-- SB_Johnny | talk 12:49, 7 December 2006 (UTC)

 * Yer welcome :). You can practice playing on w:Category:Articles containing how-to sections or w:Category:Copy to Wikibooks. It's fun! -- SB_Johnny | talk 12:54, 7 December 2006 (UTC)
 * LOL... yeah, fun for me is using the admin tools is a creative manner, rather than in a destructive manner (blocking, deleting, etc.). Keep in mind that what brought me to wikibooks in the first place was a series of run-ins with the "how-to police"... I much prefer preserving material to excluding it.
 * I don't use IM, sorry. I refuse to permit AOL or microsoft programs to live on my machine :). -- SB_Johnny | talk 14:06, 7 December 2006 (UTC)

New clean up list
Herby, please consider checking out this list, but only when you have nothing else in the world to do. It is a list of images that have the term wikipedia on their image description page. I have a hunch that many of them are likely now redundant to ones at Commons. Granted, dealing with this in an organised manner is definitely instruction creep. Specifically, it is an example of "when someone thinks 'This [project] would be better if everyone was supposed to [clean these up]'...." But if we have extra time, I think it would be appropriate to deal with these. --Iamunknown 05:58, 9 December 2006 (UTC)

Cookbook:Kefir and finding kefir grains
G'day Herby. Welcome to my nightmare - keeping a link to where people can find free kefir grains. I just noticed that you removed the SPAM link from the Kefir recipe, along with a link to where free kefir grains can be found. I get this all the time on WP. I personally think that this is one example where an EL is particularly relevant, because kefir is nothing without kefir grains; you can't ferment milk into kefir without them, and you can't walk into a supermarket and find them.

What I've proposed on WP is a link to a page on my website that has links to all the places people can get kefir grains. See w:Talk:Kefir. Of course, since I'm affiliated with that page, I can't add the link to the kefir article without breaking EL policy - catch 22.

If you think that this is a fair solution, please add this link to the Cookbook:Kefir recipe. cheers, Webaware 21:04, 15 December 2006 (UTC)

 * Thanks, mate. We'll see where it goes from there, I guess. cheers, Webaware 12:42, 16 December 2006 (UTC)

Re: Broken Links
Thanks for the heads up. I'm actually editing them as we speak. The \[\[google:...\]\] interlinks don't seem to work correctly. Google will only accept +'s for spaces, and mediawiki will put underscores in the google query. I'm still getting used to the mediawiki interface. In many ways it really abuses the senses. CrazyEddy 17:23, 16 December 2006 (UTC)

Comp Security
Here is a link to a free [online book by Prof. Ross J. Anderson about security. You might find it interesting to read in your spare moments (if you have any...)

If you find interesting stuff on Services please give me some pointers. Tortoise 18:27, 16 December 2006 (UTC)

Gosh, I spent the entire day wikiediting!!! My eyes are just about to pop out 8-P! Enough for now... Bye!

Thanks

...for what you've been doing. -- SB_Johnny | talk 14:56, 17 December 2006 (UTC)

well...
Personally, I think anyone who's making a lot of work for other people (be they vandals, spammers, mass-non-licenced-uploaders, people who ignore naming policy, etc.) should simply be blocked until they make an effort to learn how to do things the right way. Of course there's no policy for blocking people for being a pain in the ass, but there's also no policy about not blocking people for being a pain in the ass. Just use your better judgement and make sure to lay out your reasons, and keep in mind that you might be setting a precedent, so set the bar high. -- SB_Johnny | talk 18:36, 17 December 2006 (UTC)

Blender 3D
I noticed you added Cleanup-NC to Blender 3D, which seems to act more as a disambigious page in a way or a portal for multiple books rather a single book using old naming. It even says its a "collection of books". Is there something I might of missed for adding it? --dark lama  20:04, 17 December 2006 (UTC)

 * Not sure I completely understand you - the pages of Blender 3D are incorrectly named with ":"? I thought that the "cleanup" template indicated that?  If I'm wrong it would be good to know - haven't had a lot of time today, thanks -- Herby  talk thyme 20:24, 17 December 2006 (UTC)

 * The cleanup template is used to indicate a single book using the old naming convension of "Book Title:Page Name", but in the case of Blender 3D there are multiple books in which the ":" happens to be part of the title name rather dividing book title and a page name. So there is nothing incorrectly named, I don't think. --dark [[Image:Yin yang.svg|12px]] lama 20:32, 17 December 2006 (UTC)

 * In a sense I think I understand your point about the "top level" page tho I thought I'd seen similar elsewhere but are you saying that Blender 3D: Noob to Pro for example is correctly named? If so I'm misunderstanding something. I do appreciate your help (& patience!). -- Herby  talk thyme 13:04, 18 December 2006 (UTC)

 * I'm saying "Blender 3D: Noob to Pro" is probably correctly named, because thats the entire name of the book. As in "Blender 3D: Noob to Pro/Chapter". At least thats been my impression. I think where your probably getting confused is "Blender 3D: Noob to Pro" is the title of a book, rather then "Blender 3D" being the title of a book. Everything in "Programming:" on the other hand needs to be properly renamed because it is not the name of a book, it is being used as a pseudo-namespace for a ton of books, which aren't named "Programming:Language". I hope this hasn't confused you furthor. --dark [[Image:Yin yang.svg|12px]] lama 14:53, 18 December 2006 (UTC)

 * Understood - off line for a bit - if you are around maybe checkout my posting to WK & Johnny and keep an eye?? More later - cheers -- Herby talk thyme 17:18, 18 December 2006 (UTC)

Devon
Hello, I'm Stevebritgimp (not signed in over here on wikibooks - and don't know how this all works - single log in would be nice) - anyway, Herby, you have made noises about Devon stuff, and I was wondering where the action was. I'm only going to be able to make a small contribution, but might be handy as a prodder - I'm on the Wikipedians in Devon page. Steve.172.142.210.236 00:06, 18 December 2006 (UTC)(this shouldn't work)
 * Just found this page on Wikipedia and started a Devon section:

Hm?
"If you haven't - get your checkuser status request in" <-- not sure what you mean. Ask one of the others to run checkuser on me? -- SB_Johnny | talk 00:30, 18 December 2006 (UTC)

Re: Mumfum
Hi Herby! There's still a couple pages that need to be fixed. Wikibooks talk:How to make a HUGE fucking Mumfum mess needs to be moved back to Wikibooks talk:General voting rules, and I have no idea where Decision making went. But I know you guys will find it (eventually) :P --Az1568 08:40, 18 December 2006 (UTC)

PS: Thanks for fixing my talk page. --Az1568 08:40, 18 December 2006 (UTC)

Re: That user you blocked
I did a checkuser on that username you gave me (Bobobo, or something), and It came up clean. We don't currently have a policy linking our actions against vandals to those taken at wikipedia. I am generally of the opinion that when users come here, they have a clean slate regardless of what they have done on another project. For instance, some people could become very disgruntled with the wikipedia atmosphere, and misbehave on that server, without any intention of similar misbehavior on this project. That's just me though, there isnt a policy on the matter either way. --Whiteknight (talk) (projects) 18:49, 18 December 2006 (UTC)

What is Wikibooks/Unstable
Would you be interested in taking a look and commenting on it? --dark lama  19:03, 18 December 2006 (UTC)
 * Happily but it is unlikely to be - what is for me - tonight. Also thanks for the explanation on Blender (must go and remove the tag if you haven't) seems a bit daft but I do understand.  I didn't realise the colon was really part of the name (hope there aren't too many like that). -- Herby  talk thyme 19:36, 18 December 2006 (UTC)
 * Hum - ok I've read it thro a couple of times now. Some parts interest me in the longer term but I see little to argue about.  I guess as a (sort of ex) spam fighter I'm interested by the complete lack of mention of external links - doesn't worry me as I would suggest that for something that is intended for readers the pages should not contain them (by & large).  I'll look back again soon.  Regards -- Herby  talk thyme 13:49, 19 December 2006 (UTC)

 * So I take it you don't think "Be able to teach and be read without referring to other resources (though books may include bibliographies)" refers to external links as well as other types of resources? There is also "Not be a promotion or advertisements for products, services or companies.", which I think spam qualifies as being. Any other comments? I'm trying to gage what other people think of it right now, before bring it up for more discussion and possibily voting on it. --dark [[Image:Yin yang.svg|12px]] lama 15:25, 19 December 2006 (UTC)

 * I was actually saying that it implied that ELs were not required which is fine with me. Both bits you quote seem (to me) to allow a rationale for rejecting links.  Me - I could vote for it I reckon.  Feel free to offer opinions on the rather strange goings on today (Johnny & Derbeth's pages) if you haven't already done so on IRC - cheers -- Herby  talk thyme 15:32, 19 December 2006 (UTC)

Wikibooks Newsletter, Volume 1
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The Staff 04:16, 19 December 2006 (UTC)

A mumfum mess
Herby block this user now! (New user User:Willy with a bag of Mumfum created. Block Special:Blockip/Willy with a bag of Mumfum) --Az1568 07:56, 19 December 2006 (UTC)

Thanks! (I use an IRC rc bot) Unfortunately he was able to move a bunch of pages before I could get an admin. So it looks like your going to have to do some cleanup. --Az1568 08:03, 19 December 2006 (UTC)

proxies list
Hi Herby, See this page on wikiversity for a long (and growing) list of proxies. The best thing to do would probably copy those tables to wikibooks so they can be checked off locally. Obviously you don't been to do the ones on the first list: already blocked.

I chatted with some admins on #Wikipedia about the user you blocked: definitely a good idea, though blocking the proxies should also take care of that. -- SB_Johnny | talk 11:53, 19 December 2006 (UTC)

 * Yup, unselect "anon only"... we want full, indefinite blocks. Try doing one through m:WM:OP/B first, and copy the contents of the comment field so you can add that to the ones you're doing from the wikiversity lists, since this allows maintenance bots from meta to check through it (sometimes an open proxy gets closed, and needs to be freed up again).
 * Yes, keep that user blocked. The clean slate does not apply to this particular user, as she has caused enormous problems on many wikis. -- SB_Johnny | talk 12:15, 19 December 2006 (UTC)

VfD bot...
Block it permanently. I'm on IRC with derbeth now... might block the IP as well. -- SB_Johnny | talk 14:50, 19 December 2006 (UTC)

Checkuser when you are on please
Willy with a bag of Mumfum occured to be using zombie/OP IP (as Wikipedia says). I think it's worth reporting every IP used by mumfum vandal, as he tends to re-use them.

When it comes to Bobabobabo... Well, I think we can trust Wikipedia here. And I don't have any idea what User:VFDBot may be. --Derbeth talk 14:58, 19 December 2006 (UTC)

Unblock request
100% bullshit. Do we have an "unblock denied" template to get it out of the category? -- SB_Johnny | talk 15:33, 19 December 2006 (UTC)

 * BTW it wasn't blocked (but it is now!!) -- LOL :D. -- SB_Johnny | talk 15:41, 19 December 2006 (UTC)

How to add a superscript link to my talk page
I know that four tildes automatically add a link to my own page...how can I create a superscript link like yours?

Kosta —The preceding unsigned comment was added by KostaToronto (talk • contribs) 20:29, 19 Dec 2006  (UTC)

Thanks
For the barnstar! and the link (Those mumfum moves sure are annoying :P ) --Az1568 05:11, 20 December 2006 (UTC)

... And the vote! --Az1568 07:51, 20 December 2006 (UTC)

No objections, go ahead :) I think I've only edited from one other IP, but thats about it. --Az1568 08:11, 20 December 2006 (UTC)

PS: Have you seen Wikibooks new logo? --Az1568(Talk) 08:37, 20 December 2006 (UTC)

And you too!
Thanks. I'm looking forward to having a break and some time off work. Hope you have a good one too!

Mumfum Vandalism, mailiing list
I sent a message to the checkuser-l mailinglist about the Mumfum vandals, and this is the reply I got:

 * Well, annoying as it might be, if they are using confirmed proxies, it may actually end up better in the long run to let them go at it for a while and just revert quietly, while they bring you a convenient list of open proxies to block, avoiding potential later abuses. What I've seen happen over the last couple months on en.wp in these situations is that they just add whatever the word of the day is to the anti-vandal bots and let them do the reverting, while we sit back and block the proxies. --Essjay

On one hand, we are collecting a list of IP addresses (whether they are open proxies or not I dont know). Also, we don't have any anti-vandal bots. You used to be a wikipedian, do you know of a good anti-vandalism bot that we could get a copy of? something that would just find and destroy instances of the word "mumfum" would save us all alot of work. --Whiteknight (talk) (projects) 02:56, 21 December 2006 (UTC)

RyGuy
Hello Herbythyme! You remember me right? Well, If you'd like to see it, my Wikipedia userpage is here. I just want to get off to a good start with this account. Bye! RyGuy 13:22, 21 December 2006 (UTC)

RE: Meanderings
Hi! Thanks very much. I'm pretty sick of Wikipedia at the moment, so I'm here instead :). I was just wondering, would it be considered bad form to completely replace the current Spanish book for mine: the one that's there at the moment isn't very good (in my opinion). Thanks for the message; I really appreciate it, and it's the reason this community is so much better than Wikipedia. Kindest regards, Celestianpower 13:31, 21 December 2006 (UTC)
 * The existing one can be found here. Regards, Celestianpower 14:35, 21 December 2006 (UTC)

Recipes
Hi! Yes, I'm quite new here, and I would like to ask you a question. Are you allowed to post homemade or family recipes onto this site, even ones hardly ever heard of (i.e. Pork Pot Pie, Orange Pie, Grape Pie)? I'd love to hear from you soon. Marcus2 14:31, 21 December 2006 (UTC)
 * I got your message. Another question.  Am I allowed to add an alternate recipe if one has already been taken? Marcus2 22:09, 21 December 2006 (UTC)
 * For instance, I have an alternate recipe for Chicken Pot Pie, but what I would I name the article? Would it be something like "Chicken Pot Pie 2" or "Chicken Pot Pie II"? Marcus2 21:24, 22 December 2006 (UTC)

*grins happily*
There's no stupid vandalism here! No huge sprawling piles of angry people! No unwieldy templates slapped over everything? No wikideathsquads ready to slap a thousand tags and ban you if you make the slightest mistake!

Yeah, you could say I'm happy. --Elaragirl 19:07, 21 December 2006 (UTC)

Need Bot
Hey, I thought you might know the answer to this. As of today, R.K. Rowling announced the seventh HP book's name, "Harry Potter and the Deathly Hallows" which is referred to as "Book Seven" on many, many pages of the Muggles' Guide. Do you know of an automated process to correct this? Thanks. -within focus 21:01, 21 December 2006 (UTC)

Good morning Herby
You've got some mail.

Also, I was chating with someone on IRC yesterday, and apparently the last time checkusers were approved a "talk page spamming" campaign was undertaken to bring the votes to 25+ (it's of course hard to get 25+ people to vote on anything around here :). I wonder if we should set up something like a template? -- SB_Johnny | talk 12:29, 22 December 2006 (UTC)

 * BTW: Az1568 has a vandal-watching bot that runs on IRC, seems to work :). -- SB_Johnny | talk 12:59, 22 December 2006 (UTC)

 * User:Celestianpower was on IRC yesterday or the day before... I think he's planning on just rewriting the spanish book (I still think we need a "news from the IRCiverse" page somewhere, 'cause there's been a lot going on recently). His worry is about "stepping on toes", but I don't think there are any active authors there.
 * Yup, I think you'll be holding the fort a few days :). My FIL only has dialup, so I'll prolly not be surfing.
 * Oh, just in case you're interested in what it is I've been doing at wikiversity: Plant identification/Quiz 1. -- SB_Johnny | talk 13:27, 22 December 2006 (UTC)

Checkuser explanation
Hi Herby,

Thanks for the explanation on the Checkuser stuff. BTW, I asked my contributors to vote in the RFA, and two did. They were all for anti-vandalism empowerment. Jim Thomas 15:33, 22 December 2006 (UTC)

Checkuser vote
There is one other thing thats minor, that I didn't mention since its not something I would necessary use to vote against somone I don't think. I sometimes have a hard time understanding your reasons for blocking from the reasons you give in the block. The ones that have come to mind are the ones that say something along the lines of 'DNSstuff unknown "writer"'. I had to have someone explain to me that it was referring to the unknown vandal. --dark lama  16:10, 22 December 2006 (UTC)

 * Meant to say but I've appreciated your help in the past (& hope it will continue!). The DNS stuff - ok, first block I did I got told off by Derbeth (no but you know what I mean) because I was too lenient.  He also pointed me to  and specifically the spam search there - if any of the lines turn red it indicates the possibility of a compromised/spam server - hopefully that helps - if not point me to a log entry and I'll try and do better -- Herby  talk thyme 16:17, 22 December 2006 (UTC)

 * Oh I get it now, its just that your explanations in the reason field for blocking, isn't always easy for me to understand. 'DNSstuff unknown "writer"' didn't really explain in my mind the reason for the block was due to 1) being the unknown vandal and 2) came up as potential compromised/spam server. I probably would of said "vandal with compromised/spam server according to DNSstuff.com's spam search", to try to be clear, but I know I'm not always clear myself, like I'm not always sure what to put in the summery field for most of my edits. --dark [[Image:Yin yang.svg|12px]] lama 16:27, 22 December 2006 (UTC)

 * Herby, I keep meaning to mention that to you. I use "nice site vandal" when blocking those IPs. As long as you use the same reason every time it's fine though... the hope is to make our "probably proxy IP" blocks bot-searchable for our friends on meta. -- SB_Johnny | talk 17:24, 22 December 2006 (UTC)

Bot
You should have received that flag setting already, but now I granted it and got to use my new supercool bureaucrat powers. There is "Category:Muggles' Guide to Harry Potter" which should provide a filter for all pages to apply the change to. Anything not in that category we can deal with on our own (and might be garbage anyway). Go try out your new bot. I really will be gone from today until the middle of next week. -<font color="#000000">within <font color="#7A7A7A">focus 16:28, 22 December 2006 (UTC)
 * One thing I should have mentioned: on the Characters pages, the link needs to become " === Deathly Hallows === " as that's the style. Thanks. -<font color="#000000">within <font color="#7A7A7A">focus 16:43, 22 December 2006 (UTC)
 * The characters are not in their own separate category, but they all exist under the "Muggles' Guide to Harry Potter/Characters/" prefix. I hope that helps. -<font color="#000000">within <font color="#7A7A7A">focus 16:55, 22 December 2006 (UTC)
 * Looks good from a quick glance. Thanks a lot. Talk to you next week. -<font color="#000000">within <font color="#7A7A7A">focus 18:50, 22 December 2006 (UTC)

Go bot, Go! :). -- SB_Johnny | talk 17:21, 22 December 2006 (UTC)

User page style
Steal away. I've sort of hacked my main en.wiki user page down, since I'm having a lot of persona problems and I don't want to deal with Wikipedia right now, but you can glance over it in the history. I like fiddling with my user page, as it's helped me learn about templating. --Elaragirl 16:29, 22 December 2006 (UTC)

Sounds good
Sounds good, do you think I should be more conservative with my tagging? And is "unused fair use image" an OK reason to speedy, because come to think of it no mention of it is made on the help page concerning it. If it is there's plenty more of those where that came from, all of those came right off the "unused images" list, many of those also don't have tags (I presume because it's before we HAD the proper tags, since many such pages still list what the licence is, just without the tag). I Regards, Mattb112885 21:07, 22 December 2006 (UTC)

Re: Morning
Good morning to you too :) (btw 12:01 PM in California) --Az1568(Talk) 07:59, 23 December 2006 (UTC)

Good Saturday morning to you!
Good morning, Herby! I just saw your recent edits and thought I'd say hello. I'll be going to bed now as I'm many time zones behind you, and it is late into the night for me. If you celebrate the holidays, have a wonderful holiday season; if you don't, then have a wonderful weekend! Cheers, Iamunknown 10:25, 23 December 2006 (UTC)

Hi
Most people who create an account never make any edits at all. So I'm reluctant to do or say anything at present. I have sometimes blocked new accounts before they have edited, but that's only when the name is clearly abusive or is almost certainly created by a vandal (eg the name is very similar to that recently used by a set of accounts to vandalise). In the instance you quote, I don't think that's the case. I do agree with you though that it would be prudent for that person, if they do become a regular contributor, to change their username. If that is the case, we can deal with it easily enough later. Jguk 13:22, 23 December 2006 (UTC)

Hello again
Thanks for the welcome. Yeah, school was awesome, but now I have a full month break :-) W00t. --Dragontamer 04:01, 24 December 2006 (UTC)

Pancakes
Hello again! I'm very sorry if I disturbed you, but if you see the pagemove summary I gave, you'll understand why I moved the page. I was just trying to replace that whole-wheat pancake recipe with one that is more basic. Sorry. Marcus2 15:39, 24 December 2006 (UTC)
 * Yes, I do celebrate Christmas. And a Merry Christmas to you too! Marcus2 15:45, 24 December 2006 (UTC)

RE: Spanish
Hi again, and happy boxing day to you too! Yes, it would be great if you could delete the redirects; it's really odd not being able to do it myself. I hope I'm doing all this right...

Kindest regards, Celestianpower 15:05, 26 December 2006 (UTC)
 * Thank you very much, Sir! Christmas regards, Celestianpower 15:34, 26 December 2006 (UTC)
 * So you're female! Oops. And yes, I return to school on the 3rd of January. Thanks! Celestianpower 16:09, 26 December 2006 (UTC)
 * Hehe, once again, my bad. Why do you not use IRC? Regards, Celestianpower 18:15, 26 December 2006 (UTC)
 * Which IM? Which username? :P. Celestianpower 18:26, 26 December 2006 (UTC)

Re: Sysop
Thanks for protecting my user page, and the 2nd welcome. :) --Az1568(Talk) 17:50, 26 December 2006 (UTC)

Re:Path of the Guardians

I think were supposed to use for that. --Az1568(Talk) 08:14, 27 December 2006 (UTC)
 * Oh here's the link Template:Deletedpage (it should say what it's for) --Az1568(Talk) 08:18, 27 December 2006 (UTC)

Thanks for the tips on open proxies :) it took me "at least" three trys to get the block right :P --Az1568(Talk) 20:14, 27 December 2006 (UTC)

Re: Checkuser
I checked that user you sent me, nothing out of the ordinary. For simplicity in the future, I won't send you messages for every user I check for you, I'll only let you know if there is something interesting to report. --Whiteknight (talk) (projects) 02:07, 28 December 2006 (UTC)

Re: Open proxies
Well... we could do that but, WikiProject on open proxies already has links that auto-fill the user block page. BTW could you give me the link to the Wikiversity page? I haven't seen that one yet --Az1568(Talk) 08:03, 28 December 2006 (UTC)
 * You might want to take a look at this page User:Az1568/List1 (done) User:Az1568/List2. (we can block them with 2 clicks)

//

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addOnloadHook(function{ var x; if (x=document.getElementById('wpCreateAccount')) {x.checked=true;} });

addOnloadHook(function{ var x; if (x=document.getElementById('wpEnableAutoblock')) {x.checked=false;} });

// And add that to your .js --Az1568(Talk) 23:48, 28 December 2006 (UTC)
 * Well... nothing on list 2 is blocked yet, so feel free to go ahead and start it. :) --Az1568(Talk) 08:14, 29 December 2006 (UTC)

I think he's from Uncyclopedia: (Link) so maybe he just came here to cause trouble.--Az1568(Talk) 08:21, 29 December 2006 (UTC)
 * I'd give him one more day - (but it is a vandalism only account). But if he starts to vandalize again, an indef block would be appropriate.--Az1568(Talk) 08:31, 29 December 2006 (UTC)

 * List 2 is done! (see User:Az1568/List3) --Az1568(Talk) 05:38, 30 December 2006 (UTC)

Barnstars, etc
there have been a few barnstars flying around here and there recently, but unfortunately wikibooks just doesnt have the barnstar infrastructure that wikipedia has. Maybe we should start creating such an infrastructure? We could upload all the necessary pictures, and create templates, and all that stuff. If i could get the whole "wikiprojects" thing set up, we could do it as a wikiproject too. So many things need to get done around here... --Whiteknight (talk) (projects) 15:48, 28 December 2006 (UTC)

Thanks for the Barnstar
I have been busy at dmoz recently what with the servers being opened back up, so my editing at Wikijunior has really dropped off. You can see some of what I have been working on over there at the ODP Newsletter. That's really the only reason for my activity dropping off on Wikijunior. I still have personal goals related to Wikijunior though, and am looking forward to launching "Wikijunior Bugs" (crosses fingers) at the first of the year. 8) (belated signature) --xixtas 23:18, 28 December 2006 (UTC)
 * It's funny you should say that. There's a couple of Wikipedia related projects going on at dmoz now. There's a knowledge-mapping project to place Wikipedia articles within the dmoz taxonomy, and there's a project to mine links from Wikipedia articles listed as having too many links and brush up the related categories so they are good resources for Wikipedia to link to.

 * I'm not one of those who defends dmoz in all situations, but we are pretty good at recognizing search engine spam.

 * I'm not sure what I could do with admin privileges that I can't already and if I'd want to do those things even if I could. ;-) --xixtas 13:36, 29 December 2006 (UTC)

Is it just me or is there a reason?
I am not sure; I just think Wikibooks could use a new logo. --Remi0o 05:19, 29 December 2006 (UTC)

Wikibooks Logo Iterations
http://en.wikibooks.org/wiki/Image:blooze.svg http://en.wikibooks.org/wiki/Image:blooze2.svg http://en.wikibooks.org/wiki/Image:Bavybaby.svg --Remi0o 08:07, 29 December 2006 (UTC)

OK
Why not?

How went the holidays, by the way?-- SB_Johnny | talk 14:46, 29 December 2006 (UTC)

 * Would you object if I just took the names out and said "there are 2 nominations"? -- SB_Johnny | talk 14:52, 29 December 2006 (UTC)

 * NP then. I'll wait for the gazette :). -- SB_Johnny | talk 15:35, 29 December 2006 (UTC)

Crimbo
Thanks for the messages. Christmas went OK and it's nice to come back to Poland (except for the swarm of fleas that the cats have provided to my flat). Xania talk 22:26, 29 December 2006 (UTC)

Query
Do you send a welcome message to new users when they have made a user page? Regards --Herraotic 20:05, 29 December 2006 (UTC)
 * Yes they do ;) --Monotonehell 15:57, 30 December 2006 (UTC)

Thanks
Thanks for the welcome wagon. Cheers, Monotonehell 15:57, 30 December 2006 (UTC)

Magick
I attempted to put it in a state so if one was to work on it, then it would conform to the standards of Wikibooks, however, I have no concrete plans to add to it. If you feel it would benefit Wikibooks to delete it, I have no objection. --Remi0o 05:37, 31 December 2006 (UTC)

"maintanance"
Thanks :). I mis-spell that far more often than I don't (you could probably find 100 more misspellings floating about). -- SB_Johnny | talk 14:32, 31 December 2006 (UTC)

title: User talk:Herbythyme/Compost3


text:
Proteomics/Contributors

=Contributors list=

Please feel free to add your name and contact information if you would like to be recognized for your addition to this page or contacted by others in the proteomics community.

 * | Tung Luong -

 * Adam Cornwell -

 * Alexander Butarbutar -

 * Andres Javier Gonzalez -

 * Anthony Esposito -

 * Aubrey Bailey -

 * Jared Carter - Adarza BioSystems, Inc

 * John Boutell -

 * John Brothers II - /

 * Laura Grell -

 * Leighton Ing -

 * Lukas Habegger -

 * Melissa Wilbert -

 * Mitul Patel (Bioinformatician) -

 * Patrick Kenney -

 * Piotr A. Kowalski -

 * Tom Maxon -

 * Vishal Thovarai -

 * Sophia Lafergola DieselSandwich (talk) -

title: Proteomics/Contributors


text:
User talk:Kkawohl

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 13:56, 30 December 2006 (UTC)

Theology/Urantian theology
Is it your intention that this page remains like this? In practice it is a series of headings and some links and not a book by the standards of Wikibooks. You are welcome to place your reply here or on my talk page. If I do not here from you the page will probably be deleted in accordance with policy. If you have any queries here or the Staff lounge would be a good place to raise them. Thanks -- Herby talk thyme 13:56, 30 December 2006 (UTC)

Urantia United
I'm a novice at this. Could someone please guide me by making the required corrections on my first page so I can follow that example in my future postings. Many thanks. Kkawohl 04:28, 31 December 2006 (UTC)kkawohl

 * Hi - really to acknowledge this so that you know someone is around! I've asked another editor to take a look next time they are online and we will get back to you as soon as we can - thanks -- Herby  talk thyme 17:44, 31 December 2006 (UTC)

 * Looking at this I imagine you will wish to tag Theology/Urantian theology & Urantia United Foreword for deletion on the same basis? Thanks -- Herby  talk thyme 19:22, 2 January 2007 (UTC)

Urantia United - The Universal Father
Hi Kkawohl,

The Urantia United - The Universal Father book looks like it was copied from some other work. Please be aware that source texts are inapproriate at Wikibooks without proper annotation.

Because the topic is on theology, I'd furthermore advise you to read the Neutral Point of View policy carefully since such subject matters have proven difficult to handle well. --Swift 19:03, 1 January 2007 (UTC)

 * Thank you for your advise. I've moved Urantia United to WikiSource. Kkawohl

 * Please tag the page with delete. For a reason, you can mention that you are the sole contributor, content was inappropriate for Wikibooks and has been moved to a better location. --Swift 15:11, 2 January 2007 (UTC)

VfD notice
Do not remove it again. You will fall foul of policy if you doi and may well be blocked from editing -- Herby talk thyme 18:46, 3 January 2007 (UTC)

--

Sorry, Herby. I truly apologize. I assumed that I could remove it after editing it. I have changed its contents again and hope this is now acceptable. A little help would be greatly appreciated. Kkawohl 18:53, 3 January 2007 (UTC)kkawohl

 * There is a vote for deletion taking place as indicated by the link. The tag can only be removed when the vote is closed. -- Herby  talk thyme 19:08, 3 January 2007 (UTC)

title: User talk:Kkawohl


text:
User talk:69.22.43.161

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. -- Herby talk thyme 13:57, 30 December 2006 (UTC)

title: User talk:69.22.43.161


text:
Ruby on Rails/Built-In Rails Tools/What is Rake anyway?

Rake is a Ruby build tool like make and Ant.

 * Rakefiles (rake’s version of Makefiles) are completely defined in standard Ruby syntax. No XML files to edit. No quirky Makefile syntax to worry about (is that a tab or a space?)
 * Users can specify tasks with prerequisites.
 * Rake supports rule patterns to synthesize implicit tasks.
 * Flexible FileLists that act like arrays but know about manipulating file names and paths.
 * A library of prepackaged tasks to make building rakefiles easier.


text:
Ruby on Rails/Built-In Rails Tools/Command-Line Reference

Rake can be executed with the following command-line options:

 * --dry-run or -n: Do a dry run without executing actions
 * --help or -H: Display a help message
 * --libdir=LIBDIR or -I LIBDIR: Include LIBDIR in the search path for required modules
 * --rakelibdir=RAKELIBDIR or -R RAKELIBDIR: Auto-import any .rake files in RAKELIBDIR. (default is 'rakelib')
 * <tt>--nosearch</tt> or <tt>-N</tt>: Do not search parent directories for the Rakefile
 * <tt>--prereqs</tt> or <tt>-P</tt>: Display the tasks and dependencies, then exit
 * <tt>--quiet</tt> or <tt>-q</tt>: Do not log messages to standard output
 * <tt>--rakefile=FILE</tt> or <tt>-f FILE</tt>: Use FILE as the rakefile
 * <tt>--require=MODULE</tt> or <tt>-r MODULE</tt>: Require MODULE before executing rakefile
 * <tt>--silent</tt> or <tt>-s</tt>: Like <tt>--quiet</tt>, but also suppresses the 'in directory' announcement
 * <tt>--tasks[=PATTERN]</tt> or <tt>-T [PATTERN]</tt>: Display the tasks (matching optional PATTERN) with descriptions, then exit
 * <tt>--trace</tt> or <tt>-t</tt>: Turn on invoke/execute tracing, enable full backtrace
 * <tt>--usage</tt> or <tt>-h</tt>: Display usage
 * <tt>--verbose</tt> or <tt>-v</tt>: Log message to standard output (default)
 * <tt>--version</tt> or <tt>-V</tt>: Display the program version
 * <tt>--classic-namespace</tt> or <tt>-C</tt>: Put Task and FileTask in the top level namespace


text:
Ruby on Rails/Other Resources

There is a wide variety of documentation sources for Rails, including books, websites, weblogs and much more.

Plugins

 * Github
 * Github offers loads of plug-ins. Rails itself is also hosted there. Be sure to take a good look at them when searching for a specific plug-in or gem.

 * Popular Plugins
 * Take at look at this list with pretty popular Rails plug-ins when searching for more common tasks

A large portion of the power of Rails comes from the wide range of plugins which are available for download.

Websites

 * Rails API Documentation
 * Rails Wiki
 * The official wiki for Rails, not yet complete, but it gets better all the time

 * Ruby on Rails plugin directory
 * Learning Ruby on Rails
 * Rails Documentation
 * The official Rails site with everything you need to get started: guides, wikis and the very well documented API

 * Videocasts for Rails
 * Very popular site with advanced and many in-sight video casts. Be sure to check this site out. It offers great content and well presented videos!

 * Rails for PHP
 * If you have problems wrapping your mind around some of the Ruby commands and have experience in PHP, this site will feel like heaven. Most of the most often used PHP functions are listed there with the proper Ruby/Ruby on Rails equivalent

Books

 * Agile Web Development with Ruby on Rails

Development Tools

 * Rails Editor
 * Are you jealous of the great editor used on Railscasts? Not working an a Mac? This is the program for you: features the same functionality, look&feel and provides excellent Rails support. [Commercial - Windows]

 * Open Source Development Suite Aptana
 * comes with nice but complex Rails support, all Rake tasks are integrated into this IDE and you can easily switch between matching [Open Source and Commercial - All platforms]

 * Editor for Rails
 * Highly featured editor with rather new Rails support [Commercial - All platforms]

 * All-in-one IDE NetBeans
 * offers Rails support out of the box. Support for many other languages and many plug-ins [Free - All Platforms]

 * Rails and Eclipse
 * If you want to work with eclipse, get RadRails. Note that the last update was submitted 2006. If you need an eclipse-like environment, try Aptana. It is built upon the eclipse platform.

Weblogs
Weblogs are one of the best ways to find out what you can do with rails - and if you know what you're looking for google can help you find them. That said, there are quite a few that are worth reading regularly.

 * Ryan's Scraps
 * Insights into the framework from a core team member. Covers features that are new in edge.

 * Nuby on Rails
 * Centers on the web design aspects of rails.

Mailing List
The Ruby on Rails Talk mailing list is a good place to ask questions: RubyOnRails-Talk Mailing List

Freenode ROR Channel
The Freenode IRC channel for Ruby on Rails is a good place to talk Rails with other developers. Please try to keep the signal-to-noise ratio at a minimum though: RubyOnRails IRC Channel

title: Ruby on Rails/Other Resources


text:
Ruby on Rails/ActiveRecord/Migrations/SQL

The migration system have a lot of helpers you can use to do the stuff you want to do. Sometimes you need to do stuff that's not covered by these helpers, though. That's where the execute helper comes in.

The execute helper
The execute helper is a method for use in migrations that takes one attribute - a SQL command, as a string, and will execute the SQL just like any other migration. It will also break the migration process (like the migration helpers do) if the SQL server returned an error when executing the command.

Add a default value to a column
def self.up execute "ALTER TABLE items ALTER parent_id SET DEFAULT 0" end

def self.down execute "ALTER TABLE items ALTER parent_id DROP DEFAULT" end

Add a primary key
def self.up execute "ALTER TABLE taggings ADD id int(11) DEFAULT NULL auto_increment PRIMARY KEY" end

def self.down remove_column :taggings, :id end


text:
User talk:Monotonehell

Talk to me...

OK I will!
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 15:53, 30 December 2006 (UTC)

title: User talk:Monotonehell


text:
User:Monotonehell

Hello,

I'm a Wikipedian, I often see content in Wikipedia that I think would benefit Wikibooks. So I opened an account here to move stuff across. But now I fear I've taken up another habit that will sap my time (they don't call us "users" for no reason) ;)

Leave a message on my discussion page if you want to shout at me.

--Monotonehell.

title: User:Monotonehell


text:
Ruby on Rails/ActionView/Layout Files

Layout Files
The previous chapter explained how to render output to the default layout or to a special layout provided by you. You may have already looked inside such a layout file. Its default content will be similar to

Typically a layout's head section has an embedded tag for a stylesheet and the complete content is represented using a yield-tag

Asset tags
All asset tags, such as the "stylesheet_link_tag" are little helpers that generate the proper HTML for you. You can use this tags to embed CSS, Java Script and images or to provide RSS-feeds.

To embedded Javascript or CSS, you can use the according helpers: or if you want to include CSS

All these files are located in the public directory public/javascripts or public/stylesheets. There is no need to provide the extension as Rails will handle it automatically. To include multiple files just provide all the file names inside the tags:

Of course these files can be placed anywhere in your application, just be sure to provide the proper path:

To load all files inside your public/javascripts or public/styleheets use the appropriate tag with :all

When embedding CSS you can specify the media attribute inside the tag:

No modern web site is complete without using pictures and graphics so Rails provides you with its own image tag: As with JavaScript or CSS the Rails will look into public/images by default to find the proper picture. Note: that you do not need to tell Rails if you use .jpg, .gif or .png! You can also provide a custom path and HTML attributes

Yield
"yield" means that this is sort of a placeholder for the view that will be displayed inside your layout, but you are not limited to using a single yield:

To get access to the :header you can use the "<tt>content_for</tt>" method. So with the above example, that might be: Named yields can be used for menus, footers or sidebars to ease up maintenance. Just put them in your code and they will be placed in the right place.

Partials
It is time for a little more DRY. If you have a lot of HTML code that repeats itself in many different views (such as forms, dynamic menus,...) you might want to consider using partials: With partials, move the code that you use often into a separate file and place a link inside the files that should use your partials This will look inside the folder from where the partial gets called for a file named <tt>_form.html.erb</tt>. Use an underscore in your filename to tell Rails that it is a partial.

To move your partial to a separate folder use will look in "partials" for a file called <tt>_form.html.erb</tt>

Overall partials minimize the effort of copying the same code over and over, but to keep the needed code in single files that can be altered easily and used as often as desired.

title: Ruby on Rails/ActionView/Layout Files


text:
Ruby on Rails/ActionView/ERb

ERb (Embedded Ruby) is the default template language included with Rails. It is very similar to PHP, JSP and ASP.

Tags for Embedding Ruby

 * <%= %> will render the result returned from the embedded Ruby expression as text
 * <% %> will execute the embedded expression without rendering the result
 * <% -%> will execute the embedded expression without rendering the result and will suppress trailing whitespace
 * <%- %> will execute the embedded expression without rendering the result and will suppress leading whitespace
 * <%# %> will cause the embedded expression to be parsed as a comment

ERb Utility Methods
There are a couple utility methods which are part of ERb that you may encounter when developing Rails applications:

 * h(s) or html_escape(s) - A utility method for escaping HTML tag characters in the supplied String s
 * <tt>u(s)</tt> or <tt>url_encode(s)</tt> - A utility method for encoding the String <tt>s</tt> as a URL

Example
People
 <% @people.each do |person| -%>
<%= person.first_name %>
 <% end -%>

If @people contained an array of Person instances, this would render something like the following:

People

Bob

Joe

Mary

Tips

 * While it is possible to put business logic in the view this should be avoided. Business logic belongs in the model where it can be easily tested and reused.
 * The line  will render a the partial <tt>app/views/layouts/_menu</tt>.

title: Ruby on Rails/ActionView/ERb


text:
User talk:Wth101

Hi Wth101,

Welcome to wikibooks, thanks for the work you have been putting into A-level Computing and we hope you stay. Pluke 16:17, 30 December 2006 (UTC)

title: User talk:Wth101


text:
Spanish/Exercises/¿Qué te gusta hacer?

Welcome to the exercises related to lesson 5 of ¡Aprovéchalo! The answers can be found here. Also, try translating the dialogue at the top of the lesson page.

Sports and Activities
Match the English to the Spanish

Stem-changing Verbs

 * Volver ("to return") conjugates just like poder. Conjugate it below.

 * Correct the following sentences.
 * Practico natacion.
 * Jugo al rugby.
 * Podemos cantamos en España.
 * Jugáis el fútbol.
 * ¿Por qué jueges el críquet?

Compound sentences

 * Translate the following sentences from Spanish to English.
 * Mi cumpleaños es el once de enero, así tengo cuarenta y ocho años.
 * Tengo ochenta y nueve años y tiene ochenta y nueve años también.
 * Juega al rugby y tenis.
 * No practicamos natación.
 * Vivimos en la ciudad porque el campo es aburrido.
 * No practico natación porque no puedo nadar.
 * ¿Cuándo jugáis al críquet?

 * Translate the following sentences from English to Spanish.
 * I play tennis, but I can't swim.
 * They live in Italy because they don't like sports.
 * Can't you swim?
 * Her name is Georgina too.
 * So, what's your name?
 * They can't play chess.
 * When do you sleep?

¿Qué opinas sobre los deportes?
Translate the following sentences from Spanish to English and vice versa.
 * 1) What do you think of rugby?
 * 2) Me encanta el ajedrez.
 * 3) I don't like singing at all.
 * 4) Me gustan mucho los deportes porque son animados.
 * 5) Do you like swimming?
 * 6) No me gusta vivir en Boston; no hay nada para hacer.
 * 7) The boys are cute when they sing.
 * 8) Así, ¿por qué no puedes cantar?
 * 9) She likes the countryside because it's pretty.
 * 10) No me gusta llorar.

title: Spanish/Exercises/¿Qué te gusta hacer?


text:
Wikibooks:Requests for Comments

Requests for Comments fit into a few categories. Use this page to request assistance with your projects here on Wikibooks.

Requests for Input and Ideas
To list a topic here, just add */TOPIC/ to the list below (replacing "TOPIC" with what you'd like to discuss, but leave the two slashes in). Then follow the red link and add, save, then edit the page following the instructions there.

Request for Review
There may be times when a book or page seems to be unsuitable for Wikibooks for all kinds of reasons. However if it is not a candidate for "speedy" deletion, placing it in votes for deletion may seem a little harsh. It may be that the content, presentation could be improved or the direction of a book changed. If you feel a book at present lacks quality but could be valid this may be a way to deal with it.
 * Template:Welcomeback Review requested by creator thereof. Also documentation is provisional and excessively legalistic, at the time of this post. Geofferybard (discuss • contribs) 21:11, 20 May 2011 (UTC)

Requests for Assistance
If you need assistance doing cleanup chores, add */TOPIC/ to the list below. Describe the assistance needed on the new page. This would include request for "bot" assistance on mundane chores.

Requests for Mediation
If you're having trouble collaborating with another contributor, describe the dispute here for some outside opinions. If the dispute cannot be resolved in a reasonable time, the mediation may move towards a moderation, where an administrator or group of administrators may have to impose a resolution.

title: Wikibooks:Requests for Comments


text:
Muggles' Guide to Harry Potter/Magic/Mirror of Erised

Overview
The Mirror of Erised is a mirror that shows the user his or her heart's deepest desire. There is "an inscription carved around the top":
 * Erised stra ehru oyt ube cafru oyt on wohsi

Extended Description
Harry stumbles upon this mirror when, attempting to evade capture by Filch and Snape after starting a book screaming in the Restricted section of the library, Harry retreats through an open door. In the Mirror, he sees himself and his father and mother, standing behind him, and all his extended family behind them. Harry then brings Ron to the mirror to show Ron his family; Ron, instead, sees himself as Head Boy holding the Quidditch cup.

Harry revisits the Mirror several times during Christmas vacation, until he is surprised there one night by Professor Dumbledore. Dumbledore tells Harry that the mirror is very dangerous, that people have starved to death sitting in front of it, but that he is glad Harry found it and so now somewhat understands its power. Dumbledore goes on to say that he will now move the mirror to a new hiding place, and asks Harry to not go looking for it. Harry impulsively asks Dumbledore what he sees in the mirror, and Dumbledore replies that he sees himself holding a pair of warm, woolly socks. He goes on to explain that he always seems to be given books as gifts, and never has enough socks. Later, Harry thinks to himself that this had been an awfully intrusive question.

In the final chamber under the trap door, Harry finds the mirror once again. This time, Harry, forced to look into it, sees himself with the Philosopher's Stone in his pocket. As he sees this, the stone itself appears in his pocket.

Later, recovering in the Hospital Wing, he speaks with Professor Dumbledore concerning the mirror. Dumbledore says that he was rather proud of the enchantment that placed the Stone within the mirror. The only person who could retrieve the Stone would be one who dearly wanted the Stone but did not want to use it.

In the final book in the series, Harry Potter and the Deathly Hallows, Harry thinks back to the Mirror of Erised, and wonders again about his question to Dumbledore: was Dumbledore entirely truthful when he told Harry what he saw in the Mirror? Could it be that Dumbledore, like Harry, saw his family standing behind him?

Analysis
The inscription over the mirror, when reversed, reads:

 * ishow no tyo urfac ebu tyo urhe arts desire

Which, by changing the spacing and punctuation, reveals:
 * I show not your face, but your heart's desire

Thus, the inscription does describe exactly what it does, and many readers, seeing what is clearly reversed text, have deciphered the text quickly. Why Harry does not do so is uncertain, as he is clearly aware of it. It is possible that Harry has been exposed to so much in the way of apparently nonsensical text, with the spell incantations and other writings being often almost nonsense words, that he no longer automatically tries to decipher writings that he does not immediately understand.

One must wonder somewhat about the nature of the enchantment protecting the Stone. Professor Quirrell says that he sees himself holding the Stone and presenting it to his Master; by the letter of the enchantment, the Mirror should have surrendered the Stone to him as he was not planning to use it himself, only to give it to Voldemort. Two possibilities appear to account for its failure to release the Stone. One is that, as Voldemort was at that point riding the back of Quirrell's head, and was in some manner sharing life force with Quirrell, the enchantment might not have been able to distinguish Quirrell from Voldemort, and Voldemort certainly wanted to use the Stone. Alternately, and more likely given the individuals involved, Quirrell could have simply been lying about not having any desire to use the Stone himself, and thus lying about what he saw in the Mirror. That does assume that Quirrell understands the nature of the Mirror of Erised, something that is by no means certain – he does ask, at one point, what is the nature of the mirror.

It is also possible that the enchantment is working on a slightly different level than the mirror. Yes, Quirrell's deepest desire may be to give the Stone to his Master, but at the same time, his intent is to use it to get Voldemort off his head and out of his mind. The enchantment may well be seeing that as sufficient "use" of the Stone to prevent liberating it. Of course, Quirrell has hands, while Voldemort does not at this point; Quirrell would have to be the one who used the Stone to create the elixir that would revive Voldemort, which would definitely qualify as "using it".

We also have the issue of Harry's deepest desire. We are told that at that moment, Harry's deepest desire is to "find the Stone before Quirrell does." This would seem to most readers to be not quite realistic; one would think that Harry's deepest desire would be for Dumbledore to appear and make it all go away. The author's point in showing Harry trying to do everything on his own, as has happened numerous places through this book and in the series, suggests that having Harry want the Stone, rather than adult rescue, is a deliberate limning of Harry's personality by the author. Harry is, of course, the series hero, and must therefore be heroic; making him not only willing, but desirous of handling things on his own, is necessarily going to be part of his character if he is to be at all a convincing hero.

There is a very large question that remains unanswered concerning this mirror. Clearly it has some ability to read minds, it must in order to know what one's "heart's desire" is. But Harry has no conscious memory of what his parents look like. Yet, the Mirror is able to show them to him. We know that the Mirror's depiction is accurate because, in later books, and later in this book, Harry will find artifacts that show his parents and will not discover that the Mirror got it wrong. How can the Mirror know something that Harry himself does not? Similarly, neither Harry nor Quirrell has seen the Stone. How can the Mirror show it to them, if they don't know what it looks like? In this latter case, the Mirror could present the mental image each had of the Stone; it is enough to show something that the individual recognizes as "the Philosopher's Stone," even if it does not match the reality of what the Stone looks like.

Questions

 * 1) What does Harry's vision in the Mirror of Erised say about his character?
 * 2) What do you think other characters would see in the Mirror of Erised?
 * 3) What parallels can we draw between the Mirror of Erised and the effects of Boggarts?

Greater Picture
Given that the mirror can read minds to some limited extent, there are two possible explanations for the mirror being able to show Harry his parents. The first, obviously, is that the mirror may be able to see more of Harry's memories than Harry can himself; we do retain memories from infancy, though we often cannot access them, and the Mirror, being magical, may be able to reach those memories that Harry cannot. Additionally, it is possible that the mirror could have seen what Harry's parents look like through his scar, which we find out in the final book is an indicator of the soul shard of Voldemort's that remains in Harry. In Harry Potter and the Deathly Hallows, we find out that Voldemort recalls both Harry's parents and their appearance, and so presumably that information is available through the linkage between their souls.

One interesting fact from the author's web site: The author herself was offered the role of Harry's mother in the Mirror of Erised scene of the first Harry Potter film, and turned it down. The reason she gives for her refusal seems somewhat contrived, making it probable that there are other reasons, perhaps some that she did not want to go into at that point in the series. One strong possibility is that even at this early point in the writing of the series, the author was aware that Harry's mother was going to have a larger role in the series than could be expected, given that she had died before the first book. Lily Potter would not, as one would suppose from the first book, be restricted to roles in which she simply smiled and waved, in the Mirror and in Wizard photographs. More than that, she would have a speaking role in Harry Potter and the Goblet of Fire, in the duel in the Cemetery, and would appear three times in Harry Potter and the Deathly Hallows: once in Voldemort's memory of the night of her death, extensively in Snape's memories, and finally when summoned by the Resurrection Stone. It is entirely possible that, knowing her own limitation as an actress, and knowing the role Lily played in the series as a whole, the author believed the role in the context of the entire series would be beyond her capabilities, and elected to stay with what she could do well.


text:
Ruby on Rails/Getting Started/Is everything installed?

If everything was installed correctly you should be able to do the following:

 * Type irb -v on the command line and see the version number for irb, the interactive Ruby interpreter
 * What version do you expect to see here??
 * Type gem -v on the command line and see the version number for RubyGems
 * What version do you expect to see here??
 * Type rails -v and the installed Rails version number should be displayed
 * What version do you expect to see here??
 * Type rails testapp and a new Rails app should be created in a directory called testapp
 * Change into the testapp directory and run script/server, launching the built-in Rails server
 * Open a browser and go to the URL .  You should see the What should you see here??.
 * Type rake and the Rails application's tests should run
 * Will they work out of the box? What is the expected output?


text:
User talk:Ghostzart

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 18:20, 30 December 2006 (UTC)

title: User talk:Ghostzart


text:
Ruby on Rails/Getting Started/Common Errors

Sometimes things just go wrong. Here are some common errors and potential ways to fix them.

Missing Socket File
If you see the following error:

No such file or directory - /tmp/mysql.sock

It means that Rails is looking for the default /tmp/mysql.sock which may not exist. There are several options to fix this:

 * Find the correct location of the mysql.sock file and add a socket: option to the database.yml
 * Find the correct location of the mysql.sock file and add a symlink from /tmp/mysql.sock
 * If you cannot find the mysql.sock file then perhaps MySQL is not running or is installed incorrectly.


text:
Ruby on Rails/Built-In Rails Tools/Convenient Rake tasks

You can find out what tasks are currently available to Rake with the rake -T command. The tasks below are common and used on regular basis.

Database Tasks

 * rake db:migrate [VERSION=x]: Execute the migrations to the specified version. If the version is omitted then it will migrate to the highest version possible.
 * rake db:sessions:clear: Clear all of the sessions in the database.

Test Tasks

 * rake test:units: Execute unit tests

Cache Tasks

 * rake tmp:cache:clear: Clear out the page/fragment cache.


text:
Talk:Ruby on Rails

Structure
How should we structure this page? When I started this, I didn't think of printing usability at all, and broke everything into tiny bits and pieces. But making it usable for print makes it less usable for web. And in my opinion, web usability is way more important than print usability in a programmers book. Programmers is most likely online, and will most likely prefer to use the browser. I don't see the value of being able to print the entire book and make it look book-like when it's printed. --Leethal 19:00, 30 December 2006 (UTC)

And I disagree (of course) :-) I know there will be people who want to print it and read it. We talked about a PDF version - any luck on figuring out how to make that happen? --Aeden 02:16, 31 December 2006 (UTC)

Information on print versions: Help:Print_versions -- Aeden 02:25, 31 December 2006 (UTC)

There is a similar process for creating PDFs and printed books put together by PediaPress, and now available with very little effort on Wikipedia. I've used the PediaPress to edit a book from Wikipedia articles, and you get back a beautiful well-made thick paperback with ample footnotes and a good index. I recommend them highly. -- WillWare (talk) 14:06, 14 March 2010 (UTC)

Might want to cull "culled"
You might want to reconsider this wording:

 * The content in this WikiBook has been culled together from a variety of sources . ..

"Cull" means: "Something picked out from others, especially something rejected because of inferior quality." (American Heritage Dictionary, 3rd edition)

Jmrowland 03:54, 20 September 2007 (UTC)

Moved unneeded parts here

 * Ruby on Rails/Manual of style
 * Ruby on Rails/Contributors
 * Ruby on Rails/Available templates

This is better here in the discussion page --At.fhj.itm (talk) 16:37, 7 June 2009 (UTC)

PDF
I made a pdf. --Dirk Hünniger (discuss • contribs) 09:40, 14 March 2013 (UTC)

title: Talk:Ruby on Rails


text:
User:Pi314

My profiles

 * Wikipedia English
 * Wikipedia German
 * Wikipedia Icelandic

is:Notandi:Pi314 de:Benutzer:Pi314 no:Bruker:Pi314

title: User:Pi314


text:
User talk:LaTeX~enwikibooks

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Derbeth talk 20:57, 30 December 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called LaTeX. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name LaTeX~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:21, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:11, 19 April 2015 (UTC)

title: User talk:LaTeX~enwikibooks


text:
Social and Cultural Foundations of American Education/Classroom Issues/Group Work

Multiple studies have demonstrated the success of working in groups for the benefit of the student. Group work to be effective has to be integrated into the classroom on an everyday basis. (Chowne, Baines, Basset, Blatchford, and Rubie-Davies). The idea of group work arises from a general movement toward student-centered learning and partly from the recommendations of social constructivist research whereas it is becoming important to provide students with an opportunity to articulate and reflect their own ideas. (Bennett, Campbell, Hogarth, Lubben, and Robinson, 2005). Lectures are no longer considered a sufficient means to instruct students. Although group work is important in the classroom, it should be considered a part of the instructional method...not a replacement. Student to student interaction helps improve attitudes toward school, develop thinking skills, foster achievement, and assist in improving relationship skills. (Blumenfeld, Krajcik, Marx, and Soloway, 1996).

Collaborative Learning
Collaborative learning is a method in which students are organized together to explore a question or create a project. It can happen anywhere or at anytime when a group of students work together. There are numerous ways to structure group work even though the end goal is academics and/or improved people skills. The activities can range from highly structured when the students learn skills and definitions to open-ended when the students have to synthesize a question or identify a problem and then solve the question. Ultimately, the activities "center on the students' exploration or application of the course material, not just the teacher's presentation, or explication of it.” (Smith and MacGregor, 1992).

Collaborative learning is based on assumptions about the learners and the learning process. Whereas learning is an active, constructive process that requires the student to work actively and integrate new information with what they already know. They are synthesizing something new with the information and ideas. Learning depends on contexts in which activities begin with problems that the students must gather facts and ideas to solve. This technique challenges the students "to practice and develop higher order reasoning and problem solving skills.” (Smith and MacGregor, 1992).  Learners are diverse and each student has a different perspective to bring to the classroom based on their backgrounds, learning style, experiences, and aspirations.  Lastly, learning is inherently social.  Student interaction stimulates new thought and feedback that often leads to a better understanding of the subject for the students.

The benefits to small group learning can include celebration of diversity, acknowledgement of individual differences, interpersonal development, actively involving the students in the learning process, and the opportunities for more feedback. (Thirteen Ed online).

Cooperative Learning
Cooperative learning is a specific type of collaborative learning in which students work together in groups on a guided structured activity assigned by the teacher that improve their understanding of the topics explored. Three conditions are necessary for cooperative learning to work a) students feel safe and challenged; b) groups need to be small enough so that everyone can contribute; and the tasks assigned must be clearly defined. (Thirteen Ed online).

The characteristics of cooperative learning are:
 * 1) Learners actively participate
 * 2) Teachers learn and learner’s sometimes teach
 * 3) Respect is given to every member
 * 4) Projects and questions interest and challenge students
 * 5) Diversity is celebrated, and all contributions are valued
 * 6) Students learn skill for resolving conflicts when they arise
 * 7) Members draw on past experience and knowledge
 * 8) Goals are clearly defined and used as a guide
 * 9) Research tools like the internet are valued
 * 10) Students are inverted in their own learning. (Smith, and MacGregor, 1992)

Elements of Cooperative Learning
It is under these conditions that cooperative efforts may be more productive than individually.

 * 1) Positive interdependence means that each member's participation is required.  Each member has a unique contribution to make an effort because of his/her resources and/or role and task responsibilities.
 * 2) Face to face interaction is important for the concept of teaching each other's knowledge to the other, discussion of the concepts, checking for comprehension of the topic, and the ability to orally explain how to solve problems.
 * 3) Individual and group accountability means that no one student has to do all the work.  The intention of this condition is that groups are kept small intentionally to maximize group accountability.  Additionally, each member may be required to present their groups work in front of the class.  Members may also be observed and recorded with the frequency of his/her contributions to the group.
 * 4) Interpersonal and small-group skills are important to develop the social skills or leadership, decision -making, trust building, communication, and conflict management.
 * 5) Group processing is the final step when members discuss how well they are achieving the goals set and maintaining equal partnership in the group.  If they see unequal distribution of the workload now would be the time to make a decision about what could change or continue. (Kennesaw State University)

Examples of Cooperative Learning
According to Prince George County Public Schools, there are many examples to get a teacher ready to use cooperative learning in the classroom. These examples are listed below.

 * Think-Pair-Share
 * Students listen to a proposed question. They then think of a response to the question. Next they pair to discuss the response and then share their responses with the rest of the class.

 * Three-Step Interview
 * Students pair up in groups and one person is the interviewee and the other is the interviewer. Then students switch roles. They can then share with the class what their partners had to say about their interview topic.

 * Roundtable
 * Students get in groups of three or more. They are then given a question to answer and a piece of paper is passed around the table until time is up. Once time is up, the group with the most correct responses wins.

 * Numbered Heads Together
 * Students are all given numbers in a group, and then they are given a question to answer. Once time is up the teacher calls a number and only that number can answer the given question.

 * Pairs Check
 * Students work in pairs to answer questions on a given worksheet. They then work together with another pair of students to check the answers. Answers are checked to make sure that everyone in both pairs agrees.

 * Send a Problem
 * Each team writes review questions on flash cards. After everyone in the team agrees on an answer to the question, they write the answer on the back of the card. They then pass the groups of cards onto another group. If a group doesn’t agree with an answer then they write down the alternative answers. At the end of the discussion, students can discuss the alternative answers that were given.

Project-based Learning
Project-based learning (PBL) is an instructional method in which students collaborate. PBL differs from the inquiry-based cooperative learning because it requires the students to actively think. Students instead of answering a predetermined question are required to ask their own inquiry and then research the answer that they perceive from what they already know.

Students pursue solutions to problems by asking and refining questions; debating ideas; making predictions; designing plans and/or experiments; collecting and analyzing data; drawing conclusions; communicating their ideas and findings to others; asking new questions; and creating models/concrete evidence. (Global SchoolNet Foundation).

Four features that facilitate the use of project-based instruction in K-12 classrooms are:
 * 1) A “driving question” that deals with a real-world problem and encompasses multiple content areas.
 * 2) Allows students to research in order to learn concepts, apply information, and represent their knowledge.
 * 3) Collaboration between students, teachers, and others outside of the classroom so knowledge is diffuse into the “learning community.”
 * 4) Use of technological tools in the learning environment that support student’s representation of ideas: computer laboratories, hypermedia, graphing applications, and telecommunications.

How Groups Work
The art of cooperation is established when the teacher organizes the groups and then assigns role. The group is held accountable for learning all the information they find within the group and any additional information that may be presented by the other groups. Overall, students will be graded both as a group and individually. This type of grading addresses the concerns that both the student and the parent have about working in groups. The students’ grade will not be pulled down because of the group they were in.

Research has shown that successful groups promote(a) student exchanges that enhance reasoning and higher thinking;(b) cognitive processing such as rehearsing, organizing, and integrating information;(c) perspective-taking and accommodation to others' ideas; and(d) acceptance and encouragement among those involved with work. (Bossert, 1988-1989).

The teacher is a facilitator for group work. The idea of group work is not the replacement of the teacher, but rather integrating this instructional method into the classroom to assist in demonstrating ideas. For group work to succeed ultimately, teachers need to consider 1) norms, 2) tasks, 3) help giving and seeking, 4) accountability, and 5) group composition. (Blumenfeld, Krajcik, Marx, and Soloway, 1996).

Norms
Group norms have to be established in order for there to be effective group work. Students need to have guidelines stated that will promote the sharing of ideas, taking risks, disagreeing with and listening to others, and generating and reconciling points of view. Since students are used to working by themselves, it is difficult to know if they will actually cooperate with one another. Problems such as a member not participating and leaving the work to the others while still earning the same goal should be prevented along with the domination or rejection of group members. It is up to the teacher to promote positive norms that include teaching the concept of cooperation including the art of listening and resolving conflicts, teaching students to appreciate the skills and abilities of others and using incentives that promote interdependency.

Tasks
Tasks assigned by the teacher need to be problem-solving ones that may have more than one right answer. Students connect with each other to explain their solutions and discussion will lead to more elaborate responses to help others understand the perspectives taken. These types of tasks promote student interchanges and the possibility for learning which in turn results in the sharing of ideas, accommodation of others’ perspectives, and the giving and taking of help. It is the teacher’s job to facilitate the process of argumentation and consider other alternatives not yet thought.

Giving and Seeking Help
The giving and seeking of help are the main purpose of group work. Help giving and seeking is only useful if it is timely, elaborated, comprehensible, logical, and correct to avoid erroneous beliefs. Students may need assistance to elaborate their thinking and teachers can help the students create good explanations with giving examples, creating analogies, and using multiple representations. The troubling problem is that some students will not or cannot recognize that they have difficulties because they do not know how to ask or if they do ask for help it may be misconstrued as incompetence. A teacher needs to foster in the classroom an environment that students can come to each other for help.

Accountability
Incentives can influence group interaction, and whether or not there is cooperation among student groups. Evaluation needs to be based on both individual performance and group performance. Individual accountability means that no one person will do the whole groups work. However, giving the group one grade means that the members have to cooperate with each other. The downside to individual grading is that the student will perceive participation in the group as wasteful and will not interact. Furthermore, giving the group a single grade can translate into the blame game and ill will toward other members who did not work as hard. Therefore, combining the two will result in the greatest possible outcome that high achieving students will not get a bad grade as a result of the group, and low-achieving students may get a confidence boost with a higher grade than usual.

Composition
The composition of a group is important to its performance overall. The variety of achievement levels, race and ethnicity, and gender has an impact on how students interact, who benefits, and whether or not students engage in serious thought. Low achievers and special education students are stigmatized in some groups; high-achieving students may dominate; and low-ability students may lack skills and misinterpret the task. The function of a group is successful when members are drawn from either high and middle or low and middle achievement levels. The mix affects peer acceptance, encouragement and interaction. It is prudent for the teacher to address the issues prior to creating groups by using techniques like having a low-achievement or minority student teach a concept they received prior instruction on to high-achievement or majority students and using tasks that require multiple abilities/skills so that all students can contribute (Blumenfeld, Krajcik, Marx, and Soloway, 1996).

Assessment
Assessing students in cooperative learning activities can be challenging, especially when there are many groups in a classroom. According to Regina Public Schools and Saskatchewan Learning(2003), there are different ways to assess students in a cooperative learning group.

 * Reflection Journals: These can be used during the closing of a lesson or activity period to allow students to reflect on their experiences, understandings and group work. The journals provide a record of accomplishments and one more resource for evaluation and assessment.

 * Group and Peer Assessment: Prior to the activity or project, a list of descriptors is provided for or brainstormed by the large group. Throughout the activity or at the end of the activity, each member of the group provides an assessment of their effort in the assigned task. A rating scale or mark is accompanied by the student's explanation for the rating. Group members can also provide a rating for another group member and give a reason for the rating.

Conclusion
Group work is an integral part of the instructional method. Teachers need to embrace this concept and understand the advantages to it. Group work allows the student to play an active role in the learning process instead of just being passive. It has been proven that students learn more if they participate in an activity rather than a lecture. Additionally, group work motivates students who are otherwise low-achievers. The diffusion of ideas allows the students to better understand the concepts that are being taught. After all one way of explaining an idea might not be as good as another way of explaining.

Teachers need to recognize that they need to make conscious decisions about how to promote group norms, help students develop skill and habits to learn with peers design and select tasks and group students in a way that promotes learning and determining ways to hold students accountable.

The skills that students will acquire in group work should serve them as adults. In the workplace, it is essential for workers to be able to cooperate on projects, just as it is essential for students to learn the skills in school.

Multiple Choice Questions
Click to reveal the answer.

Essay Question
Click to reveal sample responses.


text:
How To Tie A Tie/Tying the Knots

All Knots
A tie usually has a narrow and a wide end.

Oriental or Small Knot

 * 1) Place the tie around the collar the wrong way visible (i.e. the seams and label visible). The relative length of the narrow and wide ends can be adjusted with practice so that the tie is the desired length.  A good starting guide is to have the wide end 30 cm or 12 inches lower than the narrow end.
 * 2) Place the narrow end of the tie across the front of the wide end about 12 cm or 5 inches from the collar.
 * 3) Wrap the wide end across the narrow end so it is now the right way on the outside of the knot.
 * 4) Put the wide end through the back of the large loop (which is around the neck).
 * 5) Push through the same (wide) end through the smaller loop (around the tie) and pull it through carefully. Pull it until it forms a knot with a pleasing shape.
 * 6) Pull the thin end carefully and push the bottom of the knot gently, to move the knot closer to your collar.
 * 7) Make small adjustments until you are happy with the knot.
 * 8) To take the tie off:
 * 9) Pull the free end of the knot around the neck whilst holding the knot and it should loosen.
 * 10) Pull until there is no longer a loop around the neck.
 * 11) Untie the knot left in the tie.

Four-In-Hand

 * 1) Place the tie around the collar the right way visible (i.e. the seams and label not visible). The relative length of the narrow and wide ends can be adjusted with practice so that the tie is the desired length.  A good starting guide is to have the wide end 30 cm or 12 inches lower than the narrow end.
 * 2) Place the wide end of the tie across the front of the narrow end about 12 cm or 5 inches from the collar.
 * 3) Fold the wide end behind the narrow end and loop the same (wide) end over the front.
 * 4) Put the wide end through the back of the large loop (which is around the neck).
 * 5) Push through the same (wide) end through the smaller loop (around the tie) and pull it through carefully. Be careful to make sure that the wide end does not begin to fold near the forming knot and straighten it if this occurs.
 * 6) Pull the larger end until the shape of the knot is what you want.
 * 7) Pull the thin end carefully, to move the knot closer to your collar.
 * 8) Make small adjustments until you are happy with the knot.
 * 9) To take the tie off:
 * 10) Pull the free end of the knot around the neck whilst holding the knot and it should loosen.
 * 11) Pull until there is no longer a loop around the neck.

Windsor

 * 1) Place the tie around the collar the right way visible (i.e. the seams and label not visible). The relative length of the narrow and wide ends can be adjusted with practice so that the tie is the desired length.  A good starting guide is to have the wide end 50 cm or lower than the narrow end.
 * 2) Place the wide end of the tie across the front of the narrow end about 12 cm or 5 inches from the collar.
 * 3) Put the wide end through the back of the loop formed up towards your face.
 * 4) Fold the wide end over the forming knot in the opposite direction that you initially crossed them in step 2.
 * 5) Pull around behind the forming knot to the other side.
 * 6) Take the wide end through the top of the loop around your neck towards you and down forming a neat triangular knot.
 * 7) Bring the wide end around the knot from the same direction you went in in step 4 finishing the move with the wide end behind the knot.
 * 8) Bring the wide end from the back, through the large loop around your neck, and then push through the same (wide) end through the smaller loop (around the tie) and pull it through carefully.
 * 9) Pull the thin end carefully and push the bottom of the knot gently, to move the knot closer to your collar.
 * 10) Make small adjustments until you are happy with the knot.
 * 11) To take the tie off:
 * 12) Pull the free end of the knot around the neck whilst holding the knot and it should loosen.
 * 13) Pull until there is no longer a loop around the neck.
 * 14) If it does not self release you have not tied a Windsor knot but one very similar to it. Simply untie the one knot.

Half-Windsor

 * 1) The wide end should extend about 12 inches below the narrow end. Cross the wide end over the narrow end.
 * 2) Bring the wide end over the narrow end, then under the narrow end.
 * 3) Bring the wide end up, then pull it through the main loop(the loop where your neck will be).
 * 4) Bring the wide end to the front, over the narrow end from right to left.
 * 5) Bring the wide end up and through the loop again.
 * 6) Bring the wide end down through the knot in front, then, using both hands, tighten the knot carefully and draw it up to the collar.

 This version is slightly less symmetric but has the advantage of releasing itself when the narrow end is pulled out.
 * alternative version

Pratt / Nicky
The Pratt knot is more popular than the Nicky, even though it is less symmetric and not self releasing.
 * Pratt

 * Nicky

title: How To Tie A Tie/Tying the Knots


text:
How To Tie A Tie/The Knots

Four basic knots exist for tying a tie: the Four-In-Hand, the Half-Windsor, the Windsor, and the Pratt knot.

The Windsor or Half-Windsor knots are more commonly used for interviews or other formal occasions. Their heftiness and symmetry will convey an air of confidence.

The Four-In-Hand are usually used in more casual scenarios.

Oriental or Small Knot
The most basic knot. It forms an asymmetric knot with a wider base than the Four-in-Hand. It is not worn very often, possibly because it is not self-releasing.

Four-In-Hand
The Four-In-Hand is a basic knot worn frequently in the West. It is also the easiest and fastest knot to tie. The knot produced by this method is on the narrow side, slightly asymmetric, and appropriate for all occasions.

Half Windsor
The Half Windsor is for situations of moderate formality. It is luxury without pretense. It requires a little bit more time and practice than the Four, but the results are worth it. It is considered a simpler version of the Windsor knot, and gives a neat, triangular knot. The size of this knot falls in between the four-in-hand and the Windsor knots. It works particularly well with lighter fabrics.

Windsor
The Windsor knot is generally perceived as the most formal and "upper-class" of the necktie realm. It is sometimes referred to as a full Windsor, to distinguish it from the half-Windsor. It produces a wide triangular knot. The knot is named after the Duke of Windsor (Edward VIII after abdication), who preferred a wide knot and had his ties specially made with thicker cloth in order to produce a wider knot when tied with the conventional four in hand knot. In Ian Fleming's James Bond series, the British spy remarked that the Windsor knot was "the mark of a cad." Its broad loop and wide knot are unmistakable. However, wearers of the Windsor knot may be marked as arrogant, especially as the current fashion is for smaller knots.

Pratt / Shelby / Shelby-Pratt
The Pratt offers a good balance between simplicity and class. Once learned, it's quite easy to tie. For the Pratt knot, the starting position is 'reverse side out'. It uses less length than the Half Windsor or Windsor knots, and so is well suited to shorter ties. Unlike the Four in Hand knot, the Pratt method produces a symmetrical knot. It is of medium thickness. Its one disadvantage is that the tie occasionally comes a little loose around the neck with extended wear, but a simple tug is all that's needed to refresh it. It shapes itself naturally, requires almost no adjustment, forms its own dimples, and is very easy to learn.

Reference

 * Learn by video: Windsor Knot, Half Windsor Knot, Four in Hand Knot, Pratt Knot
 * Learn step-by-step how to tie these knots: Four in Hand Knot, Half Windsor Knot, Windsor Knot, Pratt Knot, Bow Tie Knot
 * And: Theory of Tie Knot
 * Video: Necktie Instructional Video

title: How To Tie A Tie/The Knots


text:
How To Tie A Tie/General Tips

 * Check for symmetry. Adjust the knot so that you achieve optimal bilateral symmetry. Re-tie or upgrade to the Windsor if necessary. A slightly leaning knot can be wriggled with so it looks OK, but a seriously cockeyed knot will have the tie falling down your lapel and just look terrible. There are exceptions to this rule. Some knots are meant to be asymmetrical (often worn in Italy, for example).
 * Keep it tight. A properly tied tie will, unfortunately for the wearer, need to be pulled extremely tight against the neck. A tie too loose may convey unprofessionalism.
 * The Vicious V. According to the film, Outside Providence, a properly tied tie must possess the Vicious V. This is the sharp V formed by the scruching of the tie where it exits the knot.
 * For the tall. Tall people will find that the knot sometimes will end up way "up" on the tie where it is narrow resulting in a small unflattering knot. You may want to look for specially made ties for tall people that will solve this problem.
 * Be sure to dimple. Where the wider end of the tie exits the bottom of the knot there should be a clean symmetrical dimple.
 * Untie your tie. Untie your tie after you are through wearing it, also untie it the same way you tied it. Your tie will last longer.

title: How To Tie A Tie/General Tips