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Jay McGavren - Head First Ruby: A Brain-Friendly Guide

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Jay McGavren Head First Ruby: A Brain-Friendly Guide
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Head First Ruby: A Brain-Friendly Guide: summary, description and annotation

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What will you learn from this book?

Whats all the buzz about this Ruby language? Is it right for you? Well, ask yourself: are you tired of all those extra declarations, keywords, and compilation steps in your other language? Do you want to be a more productive programmer? Then youll love Ruby. With this unique hands-on learning experience, youll discover how Ruby takes care of all the details for you, so you can simply have fun and get more done with less code.

Why does this book look so different?

Based on the latest research in cognitive science and learning theory, Head First Ruby uses a visually rich format to engage your mind, rather than a text-heavy approach to put you to sleep. Why waste your time struggling with new concepts? This multi-sensory learning experience is designed for the way your brain really works.

Jay McGavren: author's other books


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Head First Ruby
Jay McGavren
Beijing Boston Farnham Sebastopol Tokyo To open source software creators - photo 1

Beijing Boston Farnham Sebastopol Tokyo

To open source software creators everywhere. You make all of our lives better.

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Author of Head First Ruby
Jay McGavren was working on automation for a hotel services company when a - photo 2

Jay McGavren was working on automation for a hotel services company when a colleague introduced him to Programming Perl (a.k.a. the Camel Book). It made him an instant Perl convert, as he liked actually writing code instead of waiting for a 10-person development team to configure a build system. It also gave him the crazy idea to write a technical book someday.

In 2007, with Perl sputtering, Jay was looking for a new interpreted language. With its strong object orientation, excellent library support, and incredible flexibility, Ruby won him over. Hes since used Ruby for two game libraries, for a generative art project, and as a Ruby on Rails freelancer. Hes been working in the online developer education space since 2011.

You can follow Jay on Twitter at https://twitter.com/jaymcgavren , or visit his personal website at http://jay.mcgavren.com .

How to Use This Book: Intro
Note In this section we answer the burning question So why DID they put that - photo 3
Note

In this section, we answer the burning question: So why DID they put that in a book on Ruby?

Who is this book for?

If you can answer yes to all of these:

  1. Do you have access to a computer with a text editor?

  2. Do you want to learn a programming language that makes development easy and productive ?

  3. Do you prefer stimulating dinner-party conversation to dry, dull, academic lectures ?

this book is for you.

Who should probably back away from this book?

If you can answer yes to any one of these:

  1. Are you completely new to computers?

    (You dont need to be advanced, but you should understand folders and files, how to open a terminal app, and how to use a simple text editor.)

  2. Are you a ninja rockstar developer looking for a reference book ?

  3. Are you afraid to try something new ? Would you rather have a root canal than mix stripes with plaid? Do you believe that a technical book cant be serious if it describes class inheritance using armadillos?

this book is not for you.

Note Note from Marketing this book is for anyone with a valid credit card - photo 4
Note

[Note from Marketing: this book is for anyone with a valid credit card.]

We know what youre thinking

How can this be a serious book on developing in Ruby?

Whats with all the graphics?

Can I actually learn it this way?

We know what your brain is thinking

Your brain craves novelty. Its always searching, scanning, waiting for something unusual. It was built that way, and it helps you stay alive.

So what does your brain do with all the routine, ordinary, normal things you encounter? Everything it can to stop them from interfering with the brains real jobrecording things that matter . It doesnt bother saving the boring things; they never make it past the this is obviously not important filter.

How does your brain know whats important Suppose youre out for a day hike and - photo 5

How does your brain know whats important? Suppose youre out for a day hike and a tiger jumps in front of youwhat happens inside your head and body?

Neurons fire. Emotions crank up. Chemicals surge .

And thats how your brain knows...

This must be important! Dont forget it!

But imagine youre at home or in a library. Its a safe, warm, tiger-free zone. Youre studying. Getting ready for an exam. Or trying to learn some tough technical topic your boss thinks will take a week, 10 days at the most.

Just one problem. Your brains trying to do you a big favor. Its trying to make sure that this obviously unimportant content doesnt clutter up scarce resources. Resources that are better spent storing the really big things. Like tigers. Like the danger of fire. Like how you should never have posted those party photos on your Facebook page. And theres no simple way to tell your brain, Hey, brain, thank you very much, but no matter how dull this book is, and how little Im registering on the emotional Richter scale right now, I really do want you to keep this stuff around.

We think of a Head First reader as a learner So what does it take to learn - photo 6
We think of a Head First reader as a learner .

So what does it take to learn something? First, you have to get it, then make sure you dont forget it. Its not about pushing facts into your head. Based on the latest research in cognitive science, neurobiology, and educational psychology, learning takes a lot more than text on a page. We know what turns your brain on.

Some of the Head First learning principles:

Make it visual. Images are far more memorable than words alone, and make learning much more effective (up to 89% improvement in recall and transfer studies). It also makes things more understandable. Put the words within or near the graphics they relate to, rather than on the bottom or on another page, and learners will be up to twice as likely to solve problems related to the content.

Use a conversational and personalized style. In recent studies, students performed up to 40% better on post-learning tests if the content spoke directly to the reader, using a first-person, conversational style rather than taking a formal tone. Tell stories instead of lecturing. Use casual language. Dont take yourself too seriously. Which would you pay more attention to: a stimulating dinner-party companion, or a lecture?

Get the learner to think more deeply.

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