Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.45.0-wmf.6 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk 0 2930 2719451 2528589 2025-06-23T02:50:55Z 203.160.80.87 香港六合彩 2719451 wikitext text/x-wiki [https://app8888889.blogspot.com/2025/05/blog-post_86.html?m=1 香港六合彩] A business is a legally recognized organizational entity designed to provide goods or services.<ref>[[Wikipedia: Business (disambiguation)]]</ref>[https://app8888889.blogspot.com/2025/05/blog-post_86.html?m=1 香港六合彩] {{RightTOC}} == Learning projects == * [[/Companies/]] * [[/Markets/]] * [[/Work smarter/]] * [[/Earning money/]] * [[/Employee-owned companies/]] * [[/Operating a business/]] ==Discussion questions== * How can business be utilized to benefit one's own self and others? * How can business be used to benefit society? * What are the best ways to raise funds to start a business? * What sort of business or businesses are you interested in starting? * What are the steps to start a new business ? * What are remedies to solve the problems of women entrepreneur ? ==Readings== ===Wikipedia=== * [[Wikipedia:Decentralized autonomous organization|Decentralized autonomous organization]] * [[Wikipedia:Benefit corporation|Benefit corporation]] * [[Wikipedia:Public-benefit corporation|Public-benefit corporation]] * [[Wikipedia:Business|Business]] * [[Wikipedia:Business plan|Business plan]] ==Wikibooks== * [[/Wikibooks|Business Wikibooks]] ===External readings=== * [https://www.nolo.com/legal-encyclopedia/raising-private-money-gifts-loans-30078.html Raising Private Money: Gifts, Loans, and Equity Investments] == See Also == {{colbegin|3}} * [[School:Business]] * [[Portal:Management]] * [[Entrepreneurship]] * [[School:Entrepreneurship]] * [[Principles of entrepreneurship]] * [[Innovation and Entrepreneurship]] * [[Internet entrepreneurship]] * [[Online social entrepreneurship]] * [[Conservation Entrepreneurship]] * [[Social entrepreneurship]] * [[Benefit corporation]] * [[Asteroid mining]] - a [[futurism|future]] business of harvesting resources from asteroids * [[Preliminary WikiJournal of Business and Economics]] * [[Wiki business plan]] * [[Innovation]] * [[Innovation and Entrepreneurship]] {{colend}} == References == {{Reflist}} {{CourseCat}} pvs00niw7fxqpoltwa40sftn22jr2jj 2719455 2719451 2025-06-23T05:21:13Z Count Count 2836359 Reverted 1 edit by [[Special:Contributions/203.160.80.87|203.160.80.87]] ([[User talk:203.160.80.87|talk]]): Spam (TwinkleGlobal) 2719455 wikitext text/x-wiki A business is a legally recognized organizational entity designed to provide goods or services.<ref>[[Wikipedia: Business (disambiguation)]]</ref> {{RightTOC}} == Learning projects == * [[/Companies/]] * [[/Markets/]] * [[/Work smarter/]] * [[/Earning money/]] * [[/Employee-owned companies/]] * [[/Operating a business/]] ==Discussion questions== * How can business be utilized to benefit one's own self and others? * How can business be used to benefit society? * What are the best ways to raise funds to start a business? * What sort of business or businesses are you interested in starting? * What are the steps to start a new business ? * What are remedies to solve the problems of women entrepreneur ? ==Readings== ===Wikipedia=== * [[Wikipedia:Decentralized autonomous organization|Decentralized autonomous organization]] * [[Wikipedia:Benefit corporation|Benefit corporation]] * [[Wikipedia:Public-benefit corporation|Public-benefit corporation]] * [[Wikipedia:Business|Business]] * [[Wikipedia:Business plan|Business plan]] ==Wikibooks== * [[/Wikibooks|Business Wikibooks]] ===External readings=== * [https://www.nolo.com/legal-encyclopedia/raising-private-money-gifts-loans-30078.html Raising Private Money: Gifts, Loans, and Equity Investments] == See Also == {{colbegin|3}} * [[School:Business]] * [[Portal:Management]] * [[Entrepreneurship]] * [[School:Entrepreneurship]] * [[Principles of entrepreneurship]] * [[Innovation and Entrepreneurship]] * [[Internet entrepreneurship]] * [[Online social entrepreneurship]] * [[Conservation Entrepreneurship]] * [[Social entrepreneurship]] * [[Benefit corporation]] * [[Asteroid mining]] - a [[futurism|future]] business of harvesting resources from asteroids * [[Preliminary WikiJournal of Business and Economics]] * [[Wiki business plan]] * [[Innovation]] * [[Innovation and Entrepreneurship]] {{colend}} == References == {{Reflist}} {{CourseCat}} 5ioe8s6f3ocpavrdjm2zuzu426wk604 0 55958 2719437 2038294 2025-06-22T12:30:02Z 41.122.44.235 2719437 wikitext text/x-wiki Thank you my name is lily but l am the welcone wiki they play every times is playing this wiki 🙃🙂 lam the girl teachers and learners l love you guys my surname is jiya it favoured this wiki hello guys🙂💓🤎💖💖💝🧏🏻‍♀️ 5vyi3ngdt1hvu8hy0oag8sx7q6sc6tg 2719438 2719437 2025-06-22T12:30:12Z MathXplore 2888076 Reverted edits by [[Special:Contribs/41.122.44.235|41.122.44.235]] ([[User talk:41.122.44.235|talk]]) to last version by DannyS712: reverting vandalism 2038294 wikitext text/x-wiki {{Educational Media Awareness Campaign/Subject|Mathematics}} sp7pvrw9x7g8yrf8drp91zbvnnyl7m1 0 91221 2719446 2208774 2025-06-22T20:10:04Z 2A00:102A:5029:B782:1:0:36A:E6AA Clarification regarding the last call with Brandon. 2719446 wikitext text/x-wiki ==Situation== [[File:TauntonMN-1.gif|thumb|300px|Taunton is in the far northwest corner of [[w:Lyon County, Minnesota|Lyon County]]; north is [[w:Yellow Medicine County, Minnesota|Yellow Medicine County]] and west is [[w:Lincoln County, Minnesota|Lincoln County]]]] Brandon Swanson, age 19, disappeared on Wednesday, May 14, 2008, in [[w:Minnesota|Minnesota]]. At about 3:10 AM he was walking cross country in the dark while talking on his cell phone to his father, when he said "oh s***" and the phone call ended. ''(Call did not ended right away, it was just last communication with Brandon. In fact, the call was ended by the parents.)'' Brandon had been driving home to [[w:Marshall, Minnesota|Marshall]] from a party at a friend's home in [[w:Canby, Minnesota|Canby]], when he became disoriented. Canby is about 30 miles northwest of Marshall. Although [[w:Minnesota State Highway 68|Highway 68]] goes from Canby directly to Marshall, Brandon drove on gravel and dirt back roads. These back roads are used mainly by local farmers to access agricultural fields ''Incorrect. They are used by locals everyday for everyday activities.'': most intersections lack signage [is this true? ''No''] and the roads have few other distinguishing features. At one intersection Brandon drove the car into a shallow ditch, high-centering it.<ref name="HasseWikiversity">[[User:Jeff Hasse/Missing Person Case Study -- Brandon Swanson]]</ref><ref>{{cite web |title=(High-centering) Will Mars rover roll again? |date=June 3, 2009 |accessdate=2010-01-30 |author=Alan Boyle |publisher=CosmicLog |url=http://cosmiclog.msnbc.msn.com/archive/2009/06/03/1952340.aspx }}</ref> He used his cell phone to call home and ask his parents to come get him. He said he was near [[w:Lynd, Minnesota|Lynd]]. Lynd is about 6 miles southwest of Marshall on Highway 23. Brandon's parents went to get him but did not find him or his car. At 2:23 AM Brandon's father called him and they discussed what to do. The duration of this phone call was about 47 minutes. While they talked, Brandon set out walking to meet his parents in Lynd. He walked at first on gravel roads, then cross country, until the abrupt end of the call. Brandon's parents were unable to make further contact. They continued to search for him and called 911 at 6:30 AM. [[File:TauntonMN-3.gif|thumb|left|300px|Historical topography<ref>{{cite web |publisher=Minnesota Department of Natural Resources |year=2010 |title=Tons of Maps Online (ToMO): USGS 1:250,000 series maps Watertown, New Ulm |accessdate=February 1, 2010 |url=http://www.dnr.state.mn.us/maps/tomo.html?x=253685.89&y=4945244.2645&layer=250k&size=5 }}</ref> of the area between Canby (upper left) and Minneota (lower right); the car was found near the center of this map]] Around 12:30 PM a Lyon County Sheriff Deputy found Brandon's car about 2 miles northwest of [[w:Taunton, Minnesota|Taunton]].<ref name="HasseWikiversity"/> Taunton is on Highway 68 about 17 miles northwest of Marshall. The car was high-centered in a ditch at the intersection of a dirt road and north-south Lyon Lincoln Road, 1.3 miles north of its intersection with Highway 68 and 0.5 miles south of the county line. The WGS84 UTM coordinate of this location is 14T, 730613mE, 4945208mN ([http://maps.google.com/maps?oe=utf-8&client=firefox-a&ie=UTF8&q=taunton,+mn&fb=1&gl=us&ei=RetmS5mwFZOciwOQ-LirDA&ved=0CBIQpQY&hl=en&view=map&geocode=FaVxqAIdtCZG-g&split=0&hq=&hnear=Taunton,+Lyon,+Minnesota&ll=44.623159,-96.093292&spn=0.032194,0.091581&t=h&z=14 see Google Map]). No other physical evidence was found, neither objects nor Brandon's tracks. That morning, before the car was found, gravel roads in the vicinity were graded.<ref name="HasseWikiversity"/> Brandon's father wrote from memory what Brandon had said about his location.<ref name="HasseWikiversity"/> Brandon said his car was stuck near a highway that he identified as Highway 23 between Marshall and Lynd, and that he was walking on a gravel road toward Lynd. He "encountered" a fence line twice and noted "water nearby". == Event Timeline == <u>Tuesday, May 13, 2008</u> Brandon started his evening at a house in Lynd, MN rented by several friends. He had just finished a year-long technical school program in wind energy. It was the night before graduation and he was at a small gathering of five people described as a “get together of a few friends.” He consumed an unknown amount of alcohol. One eyewitness stated that the gathering was “low key” and Brandon was not overly intoxicated. Between 10:30 and 11:00 pm, he left the gathering alone and drove to another friend’s house in Canby to say goodbye to a classmate. It was reported that he had an additional shot of whiskey at this party. He was there only for a short time and left some time after midnight for his home in Marshall. <u>Wednesday, May 14, 2008</u> The two-lane Highway 68 is a direct route southeast from Canby to Marshall. Brandon had driven it many times. Yet he doesn’t appear to have taken Highway 68 to get home. It appears that he was driving on gravels roads northeast of the highway to get home. We believe he was on the gravel roads to avoid detection by law enforcement and a DUI charge. These gravel roads do not parallel the highway, they are at about a 45 degree angle to the highway (running east-west and north-south), so he would have had to make multiple turns in a stair-step fashion to follow the highway’s relative path. We know that he eventually ended up driving west down a minimum maintenance road for a mile. This is actually a field road between two large crop fields. He was attempting to turn south back on to a gravel road when he missed the field approach and went into the ditch at low speeds. The ditch bank was shallow but steep there and the frame of the car became hung up, so he was not able to back out or go forward. This occurred at approximately 1:15 a.m. There was no damage to the car and no evidence of injury inside the vehicle. Brandon attempted to contact two or three of his friends by cell phone but was unable to reach them, so he called his parents for assistance at 1:54 a.m. Brandon said he was in a ditch between Marshall and Lynd and directed his parents there. There were several calls placed between Brandon and his parents between 1:54 and 2:17 a.m. During one call, he stated he was on the left side of the road just off Highway 23 (suggesting from the position his car was found that he was oriented towards the south and was confusing Highway 68 for Highway 23). During this time, Brandon’s parents searched for him by car but were unable to find him. At 2:17a.m., Brandon’s mother called him. Brandon was clearly becoming impatient and he told her that he was going to walk to Lynd. He directed his parents to meet him at the Lyndwood Tavern in Lynd. At 2:23 a.m., Brandon and his father begin a 47-minute cell phone call. During this call, Brandon indicates that he was walking along a gravel road away from Marshall towards Lynd. At some point, he leaves the road and travels cross-country, stating that he is going to “cut across because it will be quicker than following the road.” He further stated that he had encountered two fence lines and noted that there was water nearby. Shortly after, Brandon exclaims; “Oh s***.” His father believes he hears Brandon’s foot slipping and the phone goes dead. This was at 3:10 a.m. No further contact was made, even after repeated attempts. Weather in the early morning hours of May 14th was mostly clear with a light wind for the area of 6-9 mph. The temperature at the time of his disappearance was 46° F and dropped to a low of 39° F. The moon was at its third quarter, due west of Brandon’s position, and setting at the time the phone went dead. Brandon’s parents continue to look for him throughout the night. At 6:30 a.m., they contact the Lyon County Sheriff’s Office and report him missing. ==Location== [[File:TauntonMN-2.gif|thumb|300px|Red stickpin marks where car was found (click to enlarge)]] The search area<ref>{{cite web |title=100,000 scale topographic map of search area |publisher=Minnesota Department of Natural Resources |accessdate=2010-01-30 |url=http://www.dnr.state.mn.us/maps/tomo.html?x=254661.254&y=4943781.2185&layer=100k&size=7 }}</ref> is in southwestern Minnesota, near [[w:South Dakota|South Dakota]]. Lyon Lincoln Road, where the car was found, marks the boundary between Lyon and Lincoln counties, and their boundary with Yellow Medicine County is 0.5 miles to the north. As in most of the United States, in Minnesota [[w:Search and rescue|search and rescue]] is the responsibility of the [[w:County sheriff|county sheriff]]. The area is rich farmland, and relatively flat and wet. Water (mainly small creeks and lakes) and fence lines are widespread. Both highways ''Which highways are you referring to?'' share a right of way with a railroad, ''Incorrect. While the topo for Highway 68 shows a RR track, it has been completely erased from the landscape.'' and are roughly paralleled on their north sides by creeks. When he high-centered the car, Brandon was driving west on a dirt road dividing Section 6 in [[w:Eidsvold Township, Lyon County, Minnesota|Eidsvold Township]] (see [[w:Public Land Survey System|Public Land Survey System]]), and tried to turn south onto the gravel road on the west boundary line of the section / township / county. Evidently he knew (or thought) he was near a highway, but not which highway. ''Incorrect. He believed he "was just off Highway 23."'' Thus, it is not known which side of the highway he thought he was on, nor which way he intended to walk relative to the highway to reach his destination. Brandon thought he was walking to a populated place on the highway, and he was between two such places: Porter to the northwest and Taunton to the southeast. How did he decide which way to go? Could he see lights ahead of him? Which lights would he have seen? A search dog used early in the search traveled northwest, toward Porter. This information led to much of the subsequent search being devoted to the northwest of the car. ''Incomplete. The bloodhound trail led to the search efforts at the YMR. Other developments not yet reported led to the search focusing to the northwest.'' == Subject == Male age 19 (May 2008), height 5 feet 6 inches, weight 120–130 pounds (slender build), Caucasian, average complexion, hair short brown, no facial hair, eyes blue. Last seen wearing a white MN Twins baseball cap, glasses, sterling silver chain necklace, white T-shirt, blue striped polo shirt, black hooded zip front sweatshirt with emblem on back, baggy blue jeans (hip hop style), belt (probably), white tennis shoes. Carried a black cell phone ([[w:Motorola SLVR L7c|Motorola SLVR L7c]]), wallet, car keys. == Reflex Tasking Phase of the Search == <u>Wednesday, May 14, 2008</u> We do not have any direct documentation regarding the early hours of the search. The following is based on reports from Brandon’s family and media reports. We can presume that, after taking the initial information, an ATL (attempt to locate) was issued for Brandon and his car. It is our understanding that the Sheriff’s Office put in a request to Brandon’s cell carrier for data. We also understand that no information was immediately available because no one was at the carrier’s offices yet that morning. Shortly after the office opened, they found that Brandon's cell had been connected to the cell tower located just south of Minneota. I presume that they immediately refocused their search efforts in that area. At approximately 12:30 p.m., a Lyon County Sheriff Deputy found Brandon’s car located 1.5 miles north of MN Highway 68 on the border of Lyon and Lincoln Counties. The UTM coordinate of the vehicle’s location is 14T, 730613mE, 4945208mN (WGS84). We (the civilian SAR resources involved in the case) know little about the first day’s search efforts. One media account mentioned that, besides using local officers for the initial search efforts, they requested the help of a canine from nearby Chippewa County. I don’t know what this dog found. However, I suspect that this dog is a police canine and attempted to run a non-scent-specific track (as opposed to a scent-specific trailing dog). This would have been at least 10 hours after the cell-phone contact was lost, which is a stretch for a tracking dog (which generally follows fear scent and the track made by crushed vegetation). We also know that the car was towed away the first day of the search. In an unfortunate coincidence, the roads were graded the morning of the 14th, destroying any footprints. <u>Thursday, May 15, 2008</u> By 11:00 a.m., members of the Codington County Search Dive & Rescue team arrived at the request of the Lyon County Sheriff. While initial attempts at obtaining a direction of travel using trailing dogs failed, once they switched to another scent article, one of the dogs was able to pick up a trail. From Brandon’s vehicle, it traveled ½ mile south then turned west onto 390th St. where it continued for a mile. There, the trail turned north onto Co. Rd. 16. The trail continued north for ½ mile then turned west onto the driveway of an abandoned farm. It continued west for approximately ¼ of a mile and then left the driveway and roughly followed the course of the Yellow Medicine River heading northwest. At one point the bloodhound jumped into the Yellow Medicine River and then exited it. The handler interpreted this behavior as possibly indicating that Brandon might have fallen into the river at that point. However, the trail continued past this point to a drainage, where it continued north towards the gravel road forming the boundary between Lincoln and Yellow Medicine Counties. The dog was unable to trail any further. This trail is consistent with Brandon’s 47-minute cell phone conversation with his father. We know he travelled along gravel roads for most of the conversation. He then left the road and travelled cross-country at the driveway. He mentioned two fencelines, which are in the area. The terrain near the river is wooded, uneven, and has many animal den holes. In addition, Brandon was congenitally blind in his left eye, making his depth perception poor (especially in the dark). And the moon was setting during the conversation, leaving him with only starlight to navigate by. Finally, the average person walks between 1 and 3 miles per hour. That puts Brandon between ¾-mile and 2.5-miles away from his car when the phone went dead. The trail to the point in the river where the dog jumped in is within that range. We believe that it is most likely that Brandon tripped, stumbled, or slipped on one of the many hazards in the area. He likely dropped his phone and it was rendered inoperable somehow (shorted out in water, hit something hard and broke, battery popped out, or he simply couldn't find it again). In addition to the bloodhounds, two area search dogs worked the area near the car and around the Yellow Medicine River. There were also an unknown number of emergent volunteers searching the area around the vehicle and a team from the Department of Natural Resources that floated the river in a boat. Based on the bloodhound trail, a presumption was made by the local commanders that Brandon fell into the water and drowned. Much of the search effort from this point on is directed towards this scenario. While this was a reasonable scenario to explore, other scenarios exist, such as Brandon stumbled, lost or broke his phone, and continued walking. In fact, the bloodhound evidence is more suggestive of the second scenario. While the dog did at one point jump into the Yellow Medicine River, it came out again and continued with good purpose of movement, suggesting the trail continued. The dog was able to follow the trail until just shy of another gravel road. == The Search Planning Process == Every Search Manager must deal with two fundamental questions during a missing person search: Where do we search? and How do we search? This section describes the ways the planning team decided where to search in the Brandon Swanson case. These are standard practices taught by both the so-called Land SAR community (e.g., NASAR) and the so-called Mathematical model (e.g., the Air Force’s Inland SAR Planning Course). There are four standard methods used to determine the overall search area and initial search priorities: 1) Theoretical Maximum Distance Traveled *This is simply the rate of travel multiplied by the time traveled. Since the average person walks between 1 and 3 mph, and Brandon walked between 47 and 53 minutes, this gave us the 0.75 to 2.5-mile initial planning ring. (On the master map, the minimum distance is designated with diamonds and the maximum distance by triangles.) 2) Statistical *Retrospective studies based on the International Search and Rescue Incident Database found that, in these circumstances (abandoned vehicles), subjects were found 5.6 miles from the Last Known Position 95% of the time, yielding a total search area of 98.5 square miles. The median distance is 1.3 miles (5.3 square mile search area). 3) Subjective Considerations *This includes evaluating attractants, navigation aids, and navigation barriers that might influence where Brandon would go. This yielded a number of "investigative clues" that helped us set initial search priorities. *The following subjective considerations were evaluated in this case: :*Attractants (principally lights from the surrounding area): ::*The most visible man-made light in the area was the prominent glow from the east-southeast in the direction of Minneota (although it is likely that this was a glow of lights from Marshall). ::*There was a scattering of individual lights in all directions. None stood out. :*Navigation Aids: ::*County roads (For the majority of the 47 minute conversation, Brandon traveled along one of the gravel roads.) ::*The glow of lights in the distance. (Brandon believed he was oriented to his location.) :*Navigation Barriers: ::*Yellow Medicine River to the south (although multiple bridges cross the river) ::*Mud Creek to the north (although multiple bridges cross the creek) ::*Highway 68 SSE 4) Deductive Reasoning *We came up with and evaluated a number of scenarios that might explain the circumstances of his disappearance. *Known: On May 15, 2008, Brandon left a gathering in Canby to drive home Marshall when he drove west down a field road, attempted to turn south onto a gravel road, and became stuck. He believed he was somewhere between Marshall and Lynd. Between 2:15 and 2:25 am, he left his car and began walking. He was attempting to meet his parents at the Lyndwood Tavern. At the end of a 47-minute cell phone conversation, Brandon uttered an expletive and the phone went dead. *Due to the nature of this case, planners evaluated two separate sets of scenarios: What direction Brandon might have headed during the cell phone conversation and what happened after the cell phone went dead. :A. Initial Direction of Travel Scenarios (During the cell-phone conversation): ::1. Brandon traveled easterly. :::1.1 Due east across field road (395th St), 110th Ave around Congers Marsh, east on Lyon-Yellow Medicine Rd. :::1.2 South on Lyon-Lincoln County Rd., east on 390th St (towards Taunton). ::2. Brandon traveled south. ::3. Brandon traveled westerly (towards Porter). :::*If Brandon intended to go west from his LKP, he only had two choices if he wanted to walk along a road. 1) To go south along the road he was on and turn west at the nearest intersection or 2) Go north and turn west. Either way, he would likely turn west at the nearest opportunity. :::3.1 South on Lyon-Lincoln County Rd, west on 390th St. Then either south on 270th St to Highway 68 or north on 270th St. :::3.2 North on Lyon-Lincoln County Rd, west on 400th St. :::3.3 North on Lyon-Lincoln County Rd, west on 170th Ave (or 180th, 190th, etc.) ::4. Brandon traveled northerly (on Lyon-Lincoln County Rd). ::5. Brandon traveled northeasterly. :B. Scenarios After Phone Went Dead: ::1. Brandon was killed at the point the phone went dead (or became immobilized by injury and later perished in the same area). :::*Notes: Brandon was traveling cross-country at the time. During the 47-minute conversation, Brandon likely traveled between ¾ to 2.5 miles. :::1.1 Brandon drowned in one of the many waterways in the area. :::1.2 Brandon stumbled, injured himself (thereby becoming immobilized), and later succumbed to the cold weather. ::2. Brandon slipped and his phone was somehow rendered inoperable, but he was able to continue walking. :::2.1 Brandon became wet from falling, wet grass, and/or sweating from the exertion of walking and became hypothermic over time, eventually succumbing to it. :::2.2 Brandon eventually fell into some sort of well, cistern, or tank and perished there. ::3. Brandon was picked up by someone and taken outside of the search area. :::3.1 Brandon was later harmed by whoever picked him up. :::3.2 Brandon obtained a ride from someone who was able to transport him to safety and Brandon is alive and well and living elsewhere. ==Scenarios== Scenarios here are limited to those within the scope of search and rescue. Scenarios such as running away from home and abduction by aliens are outside that scope. Brandon could be... #in the Yellow Medicine River #in water other than the Yellow Medicine River #in an agricultural field #in conservation land or woods #in an abandoned well or cistern #in a fence row[[User:Laguyon|Laguyon]] 06:16, 4 February 2010 (UTC) ===Yellow Medicine River=== This scenario was the focus of much of the initial search. Conservative cumulative POD estimates effectively rule out approximately six miles of the river (PODcum >96%). An additional four miles of river was searched to PODcum of 46-52% ===Water other than the Yellow Medicine River=== There are many road ditches, field drainage ditches, creeks, and wetlands in the area. These were the focus of much of the HRD canine's search efforts for two reasons. 1) A body partially or fully submerged is difficult to find visually, but canines are quite effective. 2) Wet areas form good scent pools for the canines to detect, even if remains are not nearby. With the amount of water in the area and the continued findings of the canines, this final location scenario remains a high probability. ===Agricultural field=== The fields within 2-3 miles of the LKP were searched early. Because the fields were not planted yet or newly planted with no growth, PODs were relatively high. The canine teams initially avoided searching fields for several reasons: 1) The assumption that few fields had been planted when Brandon went missing, therefore the farmers would have found him while planting. 2) Farmers tend to be very sensitive about crop damage and we wanted to avoid that issue. 3) The constant wind blowing through the area allowed the dogs to effectively sample many of the fields from their edges. Once we determined that the remains were likely within the Mud Creek drainage, and we found out that over 60% of the fields in the area had already been planted when Brandon went missing, we felt we could no longer ignore the fields. This occurred in the late spring of 2009. Since then, we have been systematically detail-searching each of the fields in the area, an exhausting process. Recently, five different certified HRD dogs gave full trained final responses on a field cultivator sitting by the side of a field. This may or may not indicate that the body is scattered in a nearby field. This is one of the more puzzling findings. ===Conservation land or woods=== There is quite a bit of CRP (Conservation Reserve Program--a wetland preservation program)in the area. In addition, there are wooded areas and tall grass along most creeks and drainages in the search area. The wooded shelter-belts around every farm in the region are particularly dense. All of these are being systematically searched. This remains a very high-probability scenario. ===Abandoned well or similar=== Old hand-dug water wells, cisterns, and similar underground structures with inadequate covers are potential traps for anyone walking over them. This scenario has been considered <s>but only minimally</s> ''and extensively'' investigated. It is thought that <s>all</s> ''most'' former homesteads within current agricultural fields have been fully reclaimed. An old homestead that still stands about 1.3 miles west of the car was thoroughly searched. Former homesteads can be identified by comparing old topographic maps with recent satellite imagery ''which has been done''. In addition to old homesteads, land used for rural schools should be identified. These schools had wells which may never have been sealed or have become open with time. The schools were placed so that walking distance was no more than two miles.[[User:Laguyon|Laguyon]] 18:41, 1 February 2010 (UTC) :Interestingly, none have been found. We are used to finding these elsewhere. They often have coal chutes to dank basements that still operate and can trap children. Tillable land is so valuable in the area that these all appear to have been reclaimed also. Thanks to Baby Jessica and other high-profile cases, all the searchers (including the untrained emergent volunteers) are aware of abandoned wells and the like and actively searched for them. ==References== {{reflist|2}} ==External links== *[http://thesearchforbrandon.blogspot.com/ Blogspot: The Search for Brandon] *[http://footprintsattheriversedge.blogspot.com/2008/05/051308-brandon-swanson-19-marshall-mn.html Blogspot: Footprints at the River's Edge] *[http://www.websleuths.com/forums/showthread.php?t=64913&page=5 Websleuths] *[http://www.helpfindthemissing.org/forum/showthread.php?t=4957&page=14 Help find the missing] *[http://www.cnn.com/2010/CRIME/01/18/grace.coldcase.swanson/index.html CNN] [[Category:Search and rescue]] 6qwo0izwwb9rmumuoxhmlfttviwhv5q 0 114988 2719442 2719401 2025-06-22T15:15:18Z 2600:6C54:4E00:669:3CC9:1D14:B421:C5FC 2719442 wikitext text/x-wiki Psychopathy has a polygenic basis, with six [[genes]] having particular significance regarding the risk: ANKK1, [[DRD2]], DRD4, [[COMT]], MAOA, and SLC6A4 (particularly the 5-HTTLPR variant). Other important genetic risk factors for becoming a psychopath involve [[alleles]] of OXTR, AVPR1A, CADM2, PRKG1, and NR3C1. Several of these genes, like COMT, MAOA, 5-HTTLPR, OXTR, and NR3C1, undergo direct epigenetic modification following trauma. Psychopathy is principally a personality construct used by psychologists to explain and predict behavior, but may also be described as an epigenetic condition that affects the trajectory of neurodevelopment. The expression of psychopathy-related phenotypes depends on the combination of inherited alleles, in addition to environmental factors. Individuals are at an elevated risk of psychopathic traits if they inherit multiple core alleles located at different [[loci]], likely at least four core alleles at a minimum of three different loci. This is similar to many other spectrum disorders, such as schizotypy, which typically involve a complex interaction between genes and environmental factors. Some genes associated with primary psychopathy, such as COMT, MAOA, 5-HTTLPR, and AVPR1A, also increase the risk of developing secondary psychopathy (often informally referred to as "sociopathy"). <div align="center"> <table class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0" style="border-collapse:collapse;border:none"> <tr> <td colspan="7" valign="top" style="border:none;border-bottom:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:14.0pt">Genes linked to psychopathy</span></b></p> </td> </tr> <tr> <td colspan="5" valign="top" style="border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Loci</span></b></p> </td> <td colspan="2" valign="top" style="border-top:none;border-left:none;border-bottom: solid windowtext 1.0pt;border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Characteristics</span></b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>ANKK1</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>DRD2</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>MAOA</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>COMT</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>5-HTTLPR</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>[[Basal endophenotype]]</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>Also associated with</b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A2 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957T allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">calm</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A1 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C allele]]</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">posttraumatic stress disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C/C genotype]]<span class="MsoEndnoteReference"> </span></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">impulsive</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">schizophrenia</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">antisocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">borderline personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">narcissistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">sadistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">histrionic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen by proxy </p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957T allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen syndrome</p> </td> </tr> </table> </div> == DRD2 == In addition to the DRD2 957C/C genotype, the DRD2 Taq1 B allele and polymorphisms in the promoter region of the DRD4 gene have also have been linked to psychopathy. This suggests that the dissocial and impulsive basal endophenotypes can be subdivided into at least seven subtypes: 1a, 1b, 1c, 2, 3a, 3b, and 3c. <div align=center><table class=MsoTableGrid border=1 cellspacing=0 cellpadding=0 style='border-collapse:collapse;border:none'> <tr> <td width=851 colspan=4 valign=top style='width:638.4pt;border:none; border-bottom:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:16.0pt'>Impulsive/dissocial subtypes</span></p> </td> </tr> <tr> <td width=426 colspan=2 valign=top style='width:319.2pt;border:solid windowtext 1.0pt; border-top:none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD2</span></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD4</span></p> </td> <td width=213 rowspan=2 style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>Subtype</span></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>957 [[locus]]</span></b></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>Taq1 B locus</span></b></p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b>-616 locus</b></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1c</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>2</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'> 3c</p> </td> </tr> </table> </div> ==Further reading== [http://www.ncbi.nlm.nih.gov/pubmed/16632165] [http://www.ncbi.nlm.nih.gov/pubmed/18833581] [http://www.ncbi.nlm.nih.gov/pubmed/17087792] [http://bjp.rcpsych.org/cgi/content/full/193/2/121] [http://www.genepassport.ru/publications/public/DRD2%20and%20ANKK1%20genotype%20in%20alcohol-dependent.pdf] [http://www.ncbi.nlm.nih.gov/pubmed/14643564] [http://onlinelibrary.wiley.com/doi/10.1111/j.1601-183X.2009.00543.x/full] [http://www.biomedcentral.com/content/pdf/1744-9081-6-4.pdf] b5xal6cqbkx008tyofxhy48ogqryvln 2719443 2719442 2025-06-22T15:44:11Z 2600:6C54:4E00:669:1178:F836:F292:CA64 2719443 wikitext text/x-wiki Psychopathy has a polygenic basis, with six [[genes]] having been shown particular significance regarding the risk: ANKK1, [[DRD2]], DRD4, [[COMT]], MAOA, and SLC6A4 (particularly the 5-HTTLPR variant). Other important genetic risk factors for becoming a psychopath involve [[alleles]] of OXTR, AVPR1A, CADM2, PRKG1, and NR3C1. Several of these genes, like COMT, MAOA, 5-HTTLPR, OXTR, and NR3C1, undergo direct epigenetic modification following trauma. Psychopathy is principally a personality construct used by psychologists to explain and predict behavior, but may also be described as an epigenetic condition that affects the trajectory of neurodevelopment. The expression of psychopathy-related phenotypes depends on the combination of inherited alleles, in addition to environmental factors. Individuals are at an elevated risk of psychopathic traits if they inherit multiple core alleles located at different [[loci]], likely at least four core alleles at a minimum of three different loci. This is similar to many other spectrum disorders, such as schizotypy, which typically involve a complex interaction between genes and environmental factors. Some genes associated with primary psychopathy, such as COMT, MAOA, 5-HTTLPR, and AVPR1A, also increase the risk of developing secondary psychopathy (often informally referred to as "sociopathy"). <div align="center"> <table class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0" style="border-collapse:collapse;border:none"> <tr> <td colspan="7" valign="top" style="border:none;border-bottom:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:14.0pt">Genes linked to psychopathy</span></b></p> </td> </tr> <tr> <td colspan="5" valign="top" style="border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Loci</span></b></p> </td> <td colspan="2" valign="top" style="border-top:none;border-left:none;border-bottom: solid windowtext 1.0pt;border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Characteristics</span></b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>ANKK1</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>DRD2</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>MAOA</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>COMT</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>5-HTTLPR</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>[[Basal endophenotype]]</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>Also associated with</b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A2 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957T allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">calm</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A1 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C allele]]</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">posttraumatic stress disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C/C genotype]]<span class="MsoEndnoteReference"> </span></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">impulsive</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">schizophrenia</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">antisocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">borderline personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">narcissistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">sadistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">histrionic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen by proxy </p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957T allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen syndrome</p> </td> </tr> </table> </div> == DRD2 == In addition to the DRD2 957C/C genotype, the DRD2 Taq1 B allele and polymorphisms in the promoter region of the DRD4 gene have also have been linked to psychopathy. This suggests that the dissocial and impulsive basal endophenotypes can be subdivided into at least seven subtypes: 1a, 1b, 1c, 2, 3a, 3b, and 3c. <div align=center><table class=MsoTableGrid border=1 cellspacing=0 cellpadding=0 style='border-collapse:collapse;border:none'> <tr> <td width=851 colspan=4 valign=top style='width:638.4pt;border:none; border-bottom:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:16.0pt'>Impulsive/dissocial subtypes</span></p> </td> </tr> <tr> <td width=426 colspan=2 valign=top style='width:319.2pt;border:solid windowtext 1.0pt; border-top:none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD2</span></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD4</span></p> </td> <td width=213 rowspan=2 style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>Subtype</span></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>957 [[locus]]</span></b></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>Taq1 B locus</span></b></p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b>-616 locus</b></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1c</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>2</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'> 3c</p> </td> </tr> </table> </div> ==Further reading== [http://www.ncbi.nlm.nih.gov/pubmed/16632165] [http://www.ncbi.nlm.nih.gov/pubmed/18833581] [http://www.ncbi.nlm.nih.gov/pubmed/17087792] [http://bjp.rcpsych.org/cgi/content/full/193/2/121] [http://www.genepassport.ru/publications/public/DRD2%20and%20ANKK1%20genotype%20in%20alcohol-dependent.pdf] [http://www.ncbi.nlm.nih.gov/pubmed/14643564] [http://onlinelibrary.wiley.com/doi/10.1111/j.1601-183X.2009.00543.x/full] [http://www.biomedcentral.com/content/pdf/1744-9081-6-4.pdf] 0eda8u4ollkcs0jz5tphieiezddprjo 2719445 2719443 2025-06-22T19:33:33Z 2600:6C54:4E00:669:CD2A:E192:E912:3008 Partial reversion 2719445 wikitext text/x-wiki Psychopathy has a polygenic basis, with six [[genes]] having been shown particular significance regarding the risk: ANKK1, [[DRD2]], DRD4, [[COMT]], MAOA, and SLC6A4 (particularly the 5-HTTLPR variant). Other notable genetic risk factors for psychopathy include [[alleles]] of OXTR, AVPR1A, CADM2, PRKG1, and NR3C1. Several of these genes, like COMT, MAOA, 5-HTTLPR, OXTR, and NR3C1, undergo direct epigenetic modification following trauma. Psychopathy is principally a personality construct used by psychologists to explain and predict behavior, but may also be described as an epigenetic condition that affects the trajectory of neurodevelopment. The expression of psychopathy-related phenotypes depends on the combination of inherited alleles, in addition to environmental factors. Individuals are at an elevated risk of psychopathy if they inherit multiple core alleles located at different [[loci]], likely at least four core alleles at a minimum of three different loci. This is similar to many other spectrum disorders, such as schizotypy, which typically involve a complex interaction between genes and environmental factors. Some genes associated with primary psychopathy, such as COMT, MAOA, 5-HTTLPR, and AVPR1A, also increase the risk of developing secondary psychopathy (often informally referred to as "sociopathy"). <div align="center"> <table class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0" style="border-collapse:collapse;border:none"> <tr> <td colspan="7" valign="top" style="border:none;border-bottom:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:14.0pt">Genes linked to psychopathy</span></b></p> </td> </tr> <tr> <td colspan="5" valign="top" style="border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Loci</span></b></p> </td> <td colspan="2" valign="top" style="border-top:none;border-left:none;border-bottom: solid windowtext 1.0pt;border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Characteristics</span></b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>ANKK1</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>DRD2</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>MAOA</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>COMT</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>5-HTTLPR</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>[[Basal endophenotype]]</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>Also associated with</b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A2 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957T allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">calm</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A1 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C allele]]</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">posttraumatic stress disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C/C genotype]]<span class="MsoEndnoteReference"> </span></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">impulsive</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">schizophrenia</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">antisocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">borderline personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">narcissistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">sadistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">histrionic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen by proxy </p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957T allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen syndrome</p> </td> </tr> </table> </div> == DRD2 == In addition to the DRD2 957C/C genotype, the DRD2 Taq1 B allele and polymorphisms in the promoter region of the DRD4 gene have also have been linked to psychopathy. This suggests that the dissocial and impulsive basal endophenotypes can be subdivided into at least seven subtypes: 1a, 1b, 1c, 2, 3a, 3b, and 3c. <div align=center><table class=MsoTableGrid border=1 cellspacing=0 cellpadding=0 style='border-collapse:collapse;border:none'> <tr> <td width=851 colspan=4 valign=top style='width:638.4pt;border:none; border-bottom:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:16.0pt'>Impulsive/dissocial subtypes</span></p> </td> </tr> <tr> <td width=426 colspan=2 valign=top style='width:319.2pt;border:solid windowtext 1.0pt; border-top:none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD2</span></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD4</span></p> </td> <td width=213 rowspan=2 style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>Subtype</span></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>957 [[locus]]</span></b></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>Taq1 B locus</span></b></p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b>-616 locus</b></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1c</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>2</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'> 3c</p> </td> </tr> </table> </div> ==Further reading== [http://www.ncbi.nlm.nih.gov/pubmed/16632165] [http://www.ncbi.nlm.nih.gov/pubmed/18833581] [http://www.ncbi.nlm.nih.gov/pubmed/17087792] [http://bjp.rcpsych.org/cgi/content/full/193/2/121] [http://www.genepassport.ru/publications/public/DRD2%20and%20ANKK1%20genotype%20in%20alcohol-dependent.pdf] [http://www.ncbi.nlm.nih.gov/pubmed/14643564] [http://onlinelibrary.wiley.com/doi/10.1111/j.1601-183X.2009.00543.x/full] [http://www.biomedcentral.com/content/pdf/1744-9081-6-4.pdf] q7rbwlar0uorr0aq83eoihpclan7kfd 2719448 2719445 2025-06-22T22:01:51Z 2600:6C54:4E00:669:8062:1022:36E3:30C4 Un-reverted again 2719448 wikitext text/x-wiki Psychopathy has a polygenic basis, with six [[genes]] having been shown particular significance regarding the risk: ANKK1, [[DRD2]], DRD4, [[COMT]], MAOA, and SLC6A4 (particularly the 5-HTTLPR variant). Other notable genetic risk factors for becoming a psychopath include [[alleles]] of OXTR, AVPR1A, CADM2, PRKG1, and NR3C1. Several of these genes, like COMT, MAOA, 5-HTTLPR, OXTR, and NR3C1, undergo direct epigenetic modification following trauma. Psychopathy is principally a personality construct used by psychologists to explain and predict behavior, but may also be described as an epigenetic condition that affects the trajectory of neurodevelopment. The expression of psychopathy-related phenotypes depends on the combination of inherited alleles, in addition to environmental factors. Individuals are at an elevated risk of psychopathic traits if they inherit multiple core alleles located at different [[loci]], likely at least four core alleles at a minimum of three different loci. This is similar to many other spectrum disorders, such as schizotypy, which typically involve a complex interaction between genes and environmental factors. Some genes associated with primary psychopathy, such as COMT, MAOA, 5-HTTLPR, and AVPR1A, also increase the risk of developing secondary psychopathy (often informally referred to as "sociopathy"). <div align="center"> <table class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0" style="border-collapse:collapse;border:none"> <tr> <td colspan="7" valign="top" style="border:none;border-bottom:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:14.0pt">Genes linked to psychopathy</span></b></p> </td> </tr> <tr> <td colspan="5" valign="top" style="border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Loci</span></b></p> </td> <td colspan="2" valign="top" style="border-top:none;border-left:none;border-bottom: solid windowtext 1.0pt;border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b><span style="font-size:12.0pt">Characteristics</span></b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>ANKK1</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>DRD2</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>MAOA</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>COMT</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>5-HTTLPR</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>[[Basal endophenotype]]</b></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" align="center" style="margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal"><b>Also associated with</b></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A2 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957T allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">calm</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[Taq1 A1 allele]] </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C allele]]</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">posttraumatic stress disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">[[957C/C genotype]]<span class="MsoEndnoteReference"> </span></p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">impulsive</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">schizophrenia</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal"></p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele </p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">antisocial personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">borderline personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">narcissistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">sadistic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">histrionic personality disorder</p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957C/C genotype</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">dissocial</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen by proxy </p> </td> </tr> <tr> <td valign="top" style="border:solid windowtext 1.0pt;border-top:none; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Taq1 A1 allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">957T allele</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">&nbsp;</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">low activity</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">long</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">anxious</p> </td> <td valign="top" style="border-top:none;border-left:none;border-bottom:solid windowtext 1.0pt; border-right:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal">Munchausen syndrome</p> </td> </tr> </table> </div> == DRD2 == In addition to the DRD2 957C/C genotype, the DRD2 Taq1 B allele and polymorphisms in the promoter region of the DRD4 gene have also have been linked to psychopathy. This suggests that the dissocial and impulsive basal endophenotypes can be subdivided into at least seven subtypes: 1a, 1b, 1c, 2, 3a, 3b, and 3c. <div align=center><table class=MsoTableGrid border=1 cellspacing=0 cellpadding=0 style='border-collapse:collapse;border:none'> <tr> <td width=851 colspan=4 valign=top style='width:638.4pt;border:none; border-bottom:solid windowtext 1.0pt;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:16.0pt'>Impulsive/dissocial subtypes</span></p> </td> </tr> <tr> <td width=426 colspan=2 valign=top style='width:319.2pt;border:solid windowtext 1.0pt; border-top:none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD2</span></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>DRD4</span></p> </td> <td width=213 rowspan=2 style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><span style='font-size:14.0pt'>Subtype</span></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>957 [[locus]]</span></b></p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b><span style='font-size:12.0pt'>Taq1 B locus</span></b></p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'><b>-616 locus</b></p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616G allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>1c</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>2</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-negative</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3a</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>T allele</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt; text-align:center;line-height:normal'>3b</p> </td> </tr> <tr> <td width=213 style='width:159.6pt;border:solid windowtext 1.0pt;border-top: none;padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>B1 allele-positive</p> </td> <td width=213 style='width:159.6pt;border-top:none;border-left:none; border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'>-616C/C genotype</p> </td> <td width=213 valign=top style='width:159.6pt;border-top:none;border-left: none;border-bottom:solid windowtext 1.0pt;border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt'> <p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height: normal'> 3c</p> </td> </tr> </table> </div> ==Further reading== [http://www.ncbi.nlm.nih.gov/pubmed/16632165] [http://www.ncbi.nlm.nih.gov/pubmed/18833581] [http://www.ncbi.nlm.nih.gov/pubmed/17087792] [http://bjp.rcpsych.org/cgi/content/full/193/2/121] [http://www.genepassport.ru/publications/public/DRD2%20and%20ANKK1%20genotype%20in%20alcohol-dependent.pdf] [http://www.ncbi.nlm.nih.gov/pubmed/14643564] [http://onlinelibrary.wiley.com/doi/10.1111/j.1601-183X.2009.00543.x/full] [http://www.biomedcentral.com/content/pdf/1744-9081-6-4.pdf] rv7o8dvea066ke74qvxd1u2kkqd7wjd 0 249367 2719447 2243532 2025-06-22T20:46:36Z Zumalabe 554640 2719447 wikitext text/x-wiki [[Image:Escaping criticism-by pere borrel del caso.png|right|thumb|250px|''Escaping Criticism'' is an oil on canvas painting. Credit: Pere Borrell del Caso.]] Criticism can be the result of critical thinking.<ref>{{cite web|url=http://philosophy.hku.hk/think/critical/ |title=Module: Critical thinking |publisher=Philosophy.hku.hk |date= |accessdate=2013-11-17}}</ref> The law itself can be contested with criticism, if it is perceived as unfair; nevertheless, the courts usually draw the line somewhere.<ref>Andale Gross and Tammy Webber, "Prosecutor faces new criticism over Ferguson case." ''The Seattle Times'', 26 November 2014.[http://seattletimes.com/html/nationworld/2025102712_apxfergusonprosecutorscrutiny.html]</ref> '''Def.''' "the act of<ref name=CriticismWikt>{{ cite web |author=[[wikt:User:Connel MacKenzie|Connel MacKenzie]] |title=criticism |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=3 April 2005 |url=https://en.wiktionary.org/wiki/criticism |accessdate=14 May 2019 }}</ref> [evaluating] (something), and [judging] its merits and faults<ref name=CriticiseWikt>{{ cite web |author=[[wikt:User:Frous|Frous]] |title=criticise |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=5 May 2007 |url=https://en.wiktionary.org/wiki/criticise |accessdate=14 May 2019 }}</ref> [by] observation or detailed examination and review"<ref name=CriticismWikt/> is called '''criticism'''. Ideally, a criticism should be: *'''timely''', not too early nor too late. *'''brief and succinct''', with a clear start and a finish, not endless. *'''relevant and to the point''', not misplaced. *'''clear, specific and precise''', not vague. *'''well-researched''', not based on hear-say or speculative thought. *'''sincere and positively intended''', not malicious. *'''articulate, persuasive and ''actionable''''', so that the recipient can both understand the criticism and be motivated to ''act'' on the message.<ref name=HackmanOldham1980>J.R. Hackman and G.R. Oldham. Work Redesign. Upper Saddle River, N.J.: Pearson Education, Inc, 1980; pp. 78–80.</ref><ref name=RalphKatz2013>Katz, Ralph. Motivating Technical Professionals Today. ''IEEE Engineering Management Review'', Vol. 41, No. 1, March 2013, pp. 28–38</ref> {{clear}} ==Critical thinking== Critical thinking is the analysis of facts to form a judgment.<ref>{{cite web|url=https://www.criticalthinking.org/pages/defining-critical-thinking/766|title=Defining Critical Thinking|publisher=The International Center for the Assessment of Higher Order Thinking (ICAT, US)/Critical Thinking Community|accessdate=2017-03-22|author=Edward M. Glaser}}</ref> Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking that presupposes assent to rigorous standards of excellence and mindful command of their use and entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism.<ref>{{Cite web|url=http://www.telacommunications.com/nutshell/stages.htm|title=Piaget's Stages of Cognitive Development|website=www.telacommunications.com|language=en-us|access-date=2018-04-03}}</ref><ref>{{Cite web|url=https://www.psychologytoday.com/us/blog/fulfillment-any-age/201204/it-s-fine-line-between-narcissism-and-egocentrism|title=It's a Fine Line Between Narcissism and Egocentrism|website=Psychology Today|language=en|access-date=2018-04-03}}</ref> Critical thinking was as a movement in two waves.<ref>{{Cite book|title=Re-Thinking Reason|last=Walters|first=Kerry|publisher=State University of New York Press|year=1994|isbn=|location=Albany|pages=181–98|quote=|via=}}</ref> The "first wave" of critical thinking is often referred to as a 'critical analysis' that is clear, rational thinking involving critique. Critical thinking means making clear, reasoned judgments: ideas should be reasoned, well thought out, and judged.<ref>{{cite web|url = http://myweb.wvnet.edu/~jelkins/critproj/overview.html|title = The Critical Thinking Movement: Alternating Currents in One Teacher's Thinking|first=James R. | last=Elkins|accessdate = 23 March 2014 |website =myweb.wvnet.edu |publisher = }}</ref> The U.S. National Council for Excellence in Critical Thinking<ref>{{cite web|url=http://www.criticalthinking.org//|title=Critical Thinking Index Page|publisher=}}</ref> defines critical thinking as the "intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."<ref>{{cite web|url=https://www.criticalthinking.org/pages/defining-critical-thinking/766|title=Defining Critical Thinking|publisher=}}</ref> Traditionally, critical thinking has been variously defined as follows: * "The process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion"<ref name="reference.com">{{cite web|url=http://dictionary.reference.com/browse/critical|title=Critical – Define Critical at Dictionary.com|work=Dictionary.com|accessdate=2016-02-24}}</ref> * "Disciplined thinking that is clear, rational, open-minded, and informed by evidence"<ref name="reference.com"/> * "Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based"<ref>{{cite web|url=http://www.insightassessment.com/CT-Resources/Teaching-For-and-About-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking-What-It-Is-and-Why-It-Counts-PDF|format=PDF|last=Facione|first=Peter A.|title=Critical Thinking: What It is and Why It Counts|publisher=insightassessment.com|year=2011|page=26|access-date=4 August 2012|archive-url=https://web.archive.org/web/20130729185619/http://www.insightassessment.com/CT-Resources/Teaching-For-and-About-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking-What-It-Is-and-Why-It-Counts-PDF|archive-date=29 July 2013|df=dmy-all}}</ref> * "Includes a commitment to using reason in the formulation of our beliefs"<ref name=mulnix>{{cite journal | last1 = Mulnix | first1 = J. W. | year = 2010 | title = Thinking critically about critical thinking | url = | journal = Educational Philosophy and Theory | volume = 44| issue = 5| page = 471 | doi = 10.1111/j.1469-5812.2010.00673.x }}</ref> * The skill and propensity to engage in an activity with reflective scepticism (McPeck, 1981)<ref>{{Cite web|url=https://pdfs.semanticscholar.org/6f70/0180f144583784708e022d9cd6cb49d89c33.pdf|title=Critical Thinking: A Question of Aptitude and Attitude?|last=|first=|date=|website=|accessdate=22 March 2018}}</ref> * Thinking about one's thinking in a manner designed to organize and clarify, raise the efficiency of, and recognize errors and biases in one's own thinking. Critical thinking is not 'hard' thinking nor is it directed at solving problems (other than 'improving' one's own thinking). Critical thinking is inward-directed with the intent of maximizing the rationality of the thinker. One does not use critical thinking to solve problems—one uses critical thinking to improve one's process of thinking.<ref>Carmichael, Kirby; letter to Olivetti, Laguna Salada Union School District, May 1997.</ref> * "An appraisal based on careful analytical evaluation"<ref>{{Cite news|url=http://www.thefreedictionary.com/critical+analysis|title=critical analysis|newspaper=TheFreeDictionary.com|access-date=2016-11-30}}</ref> Contemporary critical thinking scholars have expanded these traditional definitions to include qualities, concepts, and processes such as creativity, imagination, discovery, reflection, empathy, connecting knowing, feminist theory, subjectivity, ambiguity, and inconclusiveness, yet some definitions of critical thinking exclude these subjective practices.<ref>{{Cite book|title=Re-Thinking Reason|last=Walters|first=Kerry|publisher=State University of New York Press|year=1994|isbn=|location=Albany|pages=|quote=|via=}}</ref> In the ‘second wave’ of critical thinking, logicism is "the unwarranted assumption that good thinking is reducible to logical thinking".<ref name="Walters1994"/> "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective. This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".<ref name="Walters1994"/> The linear and non-sequential mind must both be engaged in the rational mind.<ref name="Walters1994">{{cite book|author=Kerry S. Walters|title=Re-Thinking Reason: New Perspectives in Critical Thinking|url=https://books.google.com/books?id=TfT32n2Hvd0C|year=1994|publisher=SUNY Press|isbn=978-0-7914-2095-9}}</ref> The ability to critically analyze an argument – to dissect structure and components, thesis and reasons – is essential, but, so is the ability to be flexible and consider non-traditional alternatives and perspectives, as these complementary functions are what allow for critical thinking to be a practice encompassing imagination and intuition in cooperation with traditional modes of deductive inquiry.<ref name="Walters1994"/> The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition, where, an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance:<ref>Reynolds, Martin (2011). Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice. In: Horvath, Christopher P. and Forte, James M. eds. Critical Thinking. New York: Nova Science Publishers, pp. 37–68.</ref> * Evidence through reality * Context skills to isolate the problem from context * Relevant criteria for making the judgment well * Applicable methods or techniques for forming the judgment * Applicable theoretical constructs for understanding the problem and the question at hand ==Constructive criticism== Some people are not open to any criticism at all, even constructive criticism.<ref>{{cite web|url=http://www.wisegeek.com/what-is-constructive-criticism.htm |title=WiseGeek What is Constructive Criticism? |publisher=Wisegeek.com |date=2013-10-19 |accessdate=2013-11-17}}</ref> '''Def.''' criticism "intended to provide suggestions for improvement without insulting the recipient"<ref name=ConstructiveCriticismWikt>{{ cite web |author=[[wikt:User:Mahagaja|Mahagaja]] |title=constructive criticism |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=10 November 2014 |url=https://en.wiktionary.org/wiki/constructive_criticism |accessdate=14 May 2019 }}</ref> is called '''constructive criticism'''. Constructive critics try to stand in the shoes of the person criticized, and consider what things would look like from their perspective.<ref>{{cite web|author=Ross Bonander |url=http://www.askmen.com/money/how_to_250/275_how_to.html |title=AskMen How to: Give Constructive Criticism |publisher=Askmen.com |date=2008-10-19 |accessdate=2013-11-17}}</ref> One style of constructive criticism employs the "hamburger method",<ref>{{cite web|url=http://n8tip.com/the-hamburger-method-of-constructive-criticism-works-for-vegetarians-too |title=The Hamburger Method of Constructive Criticism |publisher=N8tip.com |date=2007-09-05 |accessdate=2013-11-17}}</ref> in which each potentially harsh criticism (the "meat") is surrounded by compliments (the "buns"). The idea is to help the person being criticized feel more comfortable, and assure the person that the critic's perspective is not entirely negative. This is a specific application of the more general principle that criticism should be focused on maintaining healthy relationships, and be mindful of the positive as well as the negative.<ref>{{cite web|url=http://www.inc.com/articles/2001/08/23257.html |title=The 4-1-1 On Constructive Criticism |publisher=Inc.com |date=2001-08-03 |accessdate=2013-11-17}}</ref> ==Destructive criticism== Criticism that '''assigns blame or states problems without suggesting solutions''' ("empty criticism"), people are likely to conclude is not very useful.<ref>Edgar H. Schein (with Peter S. DeLisi, Paul J. Kampas and Michael Sonduck), ''DEC is Dead, Long Live DEC – The Lasting Legacy of Digital Equipment Corporation (Lessons on Innovation, Technology and the Business Gene)'', Berrett-Koehler Publishers, 2003</ref> '''Def.''' criticism "performed with the intention to harm someone, derogate and destroy someone’s creation, prestige, reputation and self-esteem"<ref name=DestructiveCriticismWikt>{{ cite web |author=[[wikt:User:Dan Polansky|Dan Polansky]] |title=destructive criticism |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=27 March 2008 |url=https://en.wiktionary.org/wiki/destructive_criticism |accessdate=14 May 2019 }}</ref> is called '''destructive criticism'''. ==See also== {{div col|colwidth=12em}} * [[Reasoning]] {{Div col end}} ==References== {{reflist|2}} ==External links== <!-- footer templates --> {{Reasoning resources}}{{Sisterlinks|Criticism}} <!-- footer categories --> [[Category:Resources last modified in May 2019]] 0xpyibpud2wddhmgya2y1bhbo9puitq 0 317116 2719449 2719301 2025-06-22T22:52:56Z Jaredscribe 2906761 /* 2016 Cyrus the Great revolt through 2023 Mahsa Amini protests */ formatting 2719449 wikitext text/x-wiki '''Democracy movements''' in [[Iran]] and its diaspora comprise a diverse range of dissidents, political and cultural leaders calling for Constitutional conventions and transition plans and/or popular uprisings, since the [[w:2016_Cyrus_the_Great_Revolt|2016 Cyrus the Great Revolt]] through the [[w:2017–2021_Iranian_protests|2017–2021 Iranian protests]] to the present, including notable episodes [[w:Ukraine_International_Airlines_Flight_752_protests|Ukraine International Airlines Flight 752 protests]] and [[w:2019–2020_Iranian_protests|Bloody Aban protests and crackdown]]. During the 2022 [[w:Mahsa_Amini_protests|Mahsa Amini protests]] which occurred in Iran as a response to the [[w:Death_of_Mahsa_Amini|death of Mahsa Amini]], the chant [[w:Woman,_Life,_Freedom|Woman, Life, Freedom]] ([[w:Kurdish|Kurdish]]: {{Lang|ku|ژن، ژیان، ئازادی}}) became widely used slogan used in both the [[w:Kurdish_Nationalism|Kurdish independence]] and [[w:Democratic_confederalism|democratic confederalist]] movements.<ref>{{Cite book |last=Dirik |first=Dilar |title=The Kurdish Women's Movement: History, Theory, and Practice |publisher=Pluto Press |year=2022}}</ref><ref>{{Cite book |last=Bocheńska |first=Joanna |title=Rediscovering Kurdistan's Cultures and Identities: The Call of the Cricket |publisher=[[Palgrave Macmillan]] |year=2018 |pages=47}}</ref><ref name=":32">{{Cite book |last=Çağlayan |first=Handan |title=Women in the Kurdish Movement: Mothers, Comrades, Goddesses |publisher=[[Springer Nature]] |year=2019 |pages=197}}</ref><ref>{{Cite web |last1=Bayram |first1=Seyma |last2=Mohtasham |first2=Diba |date=27 October 2022 |title=Iran's protesters find inspiration in a Kurdish revolutionary slogan |url=https://wusfnews.wusf.usf.edu/2022-10-27/irans-protesters-find-inspiration-in-a-kurdish-revolutionary-slogan |access-date=19 November 2022 |publisher=[[University of South Florida]]}}</ref> The [[Draft:Iranian democracy movements#Regime de-stabilization during the Iran-Israel war|regime has been de-stabilized during the Iran-Israel war of 2025]], with groups inside and out of Iran calling for [[w:Regime_change|regime change]]. The [[Draft:Iranian democracy movements#National Council of Resistance of Iran|National Council of Resistance of Iran]]'s leader [[w:Maryam_Rajavi|Maryam Rajavi]], calls for the universal right to vote, free elections, and a market economy, and advocates gender, religious, and ethnic equality, a foreign policy based on peaceful coexistence, and a nonnuclear Iran. The [[Draft:Iranian democracy movements#2023 U.S. House Resolution 100|US House Resolution 100]] has broad bipartisan support for her 10 point plan. A 2022 summit of prominent diaspora opposition leaders presented a [[Iranian Democracy Movement#2023 Diaspora Summit and Joint Charter|vision for Iran's future at a summit]] in Washington titled "the future of the Iranian democracy movement" Twenty independent Iranian trade unions, feminist groups and student organizations published a [[Iranian Democracy Movement#Trade Unions Joint Charter|Joint Charter with a list of 12 minimum demands]]. == 1950's Democratic Election and Monarchist Coup == [[w:Mohammad_Mosaddegh|Mohammed Mossadegh]] was democratically elected, but overthrown in the [[w:1953_Iranian_coup_d'état|1953 Iranian coup d'etat]] instigated by the U.K. and assisted by the U.S. CIA. {{Expand section|date=March 2023}} == Democratic movements and the Revolution of '79 == [[w:Freedom_Movement_of_Iran|Freedom Movement of Iran]] (FMI), or '''Liberation Movement of Iran''' (LMI) is an Iranian pro-[[democracy]] political organization founded in 1961, by members describing themselves as "Muslims, Iranians, Constitutionalists and [[w:Mohammad_Mossadegh|Mossadeghists]]". [[w:Ruhollah_Khomeini|Ruhollah Khomeini]] was exiled in 1964 for opposing the [[w:Mohammad_Reza_Pahlavi|shah Pahlavi]]'s monarchist rule, he later became the [[w:Supreme_Leader_of_Iran|Supreme Leader of Iran]] after the [[w:Iranian_Revolution|1979 revolution]]. {{Expand section}} == 2016 Cyrus the Great revolt through 2023 Mahsa Amini protests == {{Expand section|date=March 2023}} * [[w:2016_Cyrus_the_Great_Revolt|2016 Cyrus the Great revolt]] * [[w:2017–2021_Iranian_protests|2017–2021 Iranian protests]] * [[w:2019–2020_Iranian_protests|Bloody Aban protests and crackdown]] * [[w:Ukraine_International_Airlines_Flight_752_protests|Ukraine International Airlines Flight 752 protests]] * [[w:2017–2021_Iranian_protests|2017–2021 Iranian protests]] * [[w:Mahsa_Amini_protests#Historical_Background|Mahsa Amini protests#Historical Background]] {{Expand section|date=March 2023}} == 2022 Free Iran World Summit == The [https://iranfreedom.org/en/freeiran2022/ 2022 Free Iran World Summit] was a three-day international event 22-24 July, and featured speeches by many foreign dignataries. Advertised speakers were: * Former Jordanian Minister of Development and Ambassador to Iran, Dr. Bassam Al-Omoush * [[Michael Mukasey|Michael Mukaesey]], US Attorney General 2007-2009 * First US Secretary of Homeland Security [[Tom Ridge]] * Former US Senator [[Joe Lieberman]] * [[Linda Chavez]], former Director of White House Office of Public Liaison * Former French Foreign Minster [[Bernard Kouchner]] * Former French Minister of Foreign Affairs, Defense, Justice, [[Michèle Alliot-Marie]] * Presidential candidate of Colombia, [[Íngrid Betancourt|Ingrid Betancour]]<nowiki/>t * Former Speaker of British House of Commons, Rt. Hon [[John Bercow]] * Former Canadian Minister of Industry, Health, Hon. [[Tony Clement]] * Former US Amb to Morocco [[Marc C. Ginsberg|Marc Ginsberg]] * Former US Undersecretary of State for Arms Control and International Security [[Robert Joseph]] * Former Candian Minister of Foreign Affairs [[John Baird (Canadian politician)|John Baird]] * US Amb to UN Human Rights Commission [[Ken Blackwell]] {{Expand section|date=March 2023}} == U.S. House Resolution 374 == The HR 374 introduced in 2019 is a bill with broad bipartisan support, [https://www.congress.gov/bill/116th-congress/house-resolution/374?r=8&s=1 Condemning Iranian state-sponsored terrorism and expressing support for the Iranian people's desire for a democratic, secular, and non-nuclear republic of Iran] It offers support for National Council of Resistance of Iran (NCRI) leader Maryam Rajavi’s 10-point plan for a future Iran - including a universal right to vote, market economy and a non-nuclear Iran.<ref>{{Cite web|url=https://www.foxnews.com/politics/majority-house-members-back-resolution-supporting-iranian-opposition|title=Majority of House members back resolution supporting Iranian opposition, condemning regime's terror|last=Shaw|first=Adam|date=2020-06-17|website=Fox News|language=en-US|access-date=2023-03-11}}</ref> It has 221 lawmakers backing it, and was introduced by [[Tom McClintock|Rep. Tom McClintock]] who said in a speech to the OAIC, “There is a reason why a strong bipartisan majority in the United States House of Representatives has come together to co-sponsor this resolution condemning Iran’s terrorist acts,” McClintock said. “It’s because the world is watching the struggle for freedom in Iran, and it is cheering for your cause," observing that Iranian citizens have “taken to the streets and the airwaves” to protest against Ayatollah Ali Khamenei’s regime, which he said has “lost any claim to legitimacy.”<ref>{{Cite web|url=https://www.washingtonexaminer.com/news/the-world-is-watching-lawmakers-tout-bipartisan-resolution-condemning-iran|title='The world is watching': Lawmakers tout bipartisan resolution condemning Iran|date=2020-06-17|website=Washington Examiner|language=en|access-date=2023-03-11}}</ref> == 2020-23 Free Iran World Summits == In a 2020 [https://iranfreedom.org/en/free-iran-global-summit/ virtual gathering] during COVID-19 Pandemic, Iranians and 1000 current, former officials, international dignitaries, and bipartisan lawmakers, "called on the world community to adopt a more resolute policy".<ref>{{Cite web|url=https://www.washingtontimes.com/news/2020/jul/13/free-iran-global-summit/|title=Free Iran Global Summit|last=https://www.washingtontimes.com|first=The Washington Times|website=The Washington Times|language=en-US|access-date=2023-03-11}}</ref> The 2021 [https://iranfreedom.org/en/freeiran/ Free Iran World Summit] was an international event dedicated to liberating Iran from its oppressive leadership and paving the way for a free and democratic Iran.<ref>{{Cite web |title=Free Iran World Summit 2021 |url=https://iranfreedom.org/en/freeiran/ |access-date=2022-05-23 |website=Iran Freedom |language=en-US}}</ref> It was supported by the OAIC{{Cn|date=March 2023}} and NCRI. Foreign dignitaries in attendance included: Janez Janša, Prime Minister of Slovenia, Michael Pompeo, former US Secretary of State (2018-2021), Stephen Harper, former Prime Minister of Canada; former Foreign Ministers for France, Italy, and Poland; and Defense Ministers of United Kingdom and France. and included speeches by 30 US lawmakers, including Senators Robert Menendez, Ted Cruz, Roy Blunt; and Congressmen Kevin McCarthy, and Hakeem Jeffries.<ref>{{Cite web |last=https://www.washingtontimes.com |first=The Washington Times |title=Rhetoric from 'Free Iran' summit strikes nerve, sparks regime's ire |url=https://www.washingtontimes.com/news/2021/jul/11/free-iran-world-summit-2021-sparks-iran-regimes-ir/ |access-date=2023-03-11 |website=The Washington Times |language=en-US}}</ref><ref>{{Cite web |date=2021-07-10 |title=The Free Iran World Summit 2021 |url=https://www.ncr-iran.org/en/ncri-statements/statement-iran-resistance/the-free-iran-world-summit-2021-statement-no-2/ |access-date=2022-05-23 |website=NCRI |language=en-US}}</ref> {{Expand section|date=March 2023}} == Mousavi's Call for A Referendum == Former prime minister and reformist leader of the [[Green Revolution (Iran)|Green Revolution]], [[Mir-Hossein Mousavi|Mir Hussein Mousavi]] put out a call 3 February 2023, for a referendum and end to clerical rule.<ref>{{Cite web|url=https://www.iranintl.com/en/202302095136|title=Sunni Leader Lauds Call For Referendum By Former Iran PM|website=Iran International|language=en|access-date=2023-03-14}}</ref> Signed by over 400 political activists and journalists, the statement said, "With the current social awakening, and the society’s disillusionment with reforms within the current [political] structure, there is no other way than allowing the people to decide their own destiny." Expressing its support of Mousavi’s three-stage proposal and a “peaceful and non-violent transition” to a democratic government and the “Woman, Life, Freedom” Movement.<ref>{{Cite web|url=https://www.iranintl.com/en/202302132030|title=Hundreds Of Activists Support Mousavi's Call To End Clerical Rule|website=Iran International|language=en|access-date=2023-03-14}}</ref> Although not supporting regime change, he supports calling a [[constituent assembly]], and a new constitution. According to [[Iran International]] he "seemed to reject reform as an alternative, urguing fundamental change." And "implicitly repeated what exiled Prince Reza Pahlavi has been saying for years, and other opposition activists have echoed in the past five months – transition from the Islamic Republic."<ref>{{Cite web|url=https://www.iranintl.com/en/202302049934|title=Opposition Figure In Iran Calls For Fundamental Change, New Constitution|website=Iran International|language=en|access-date=2023-03-14}}</ref> Pahlavi has embraced Mousavi's call for a new constitution, and says that the opposition must be "big tent" willing to embrace defectors. According to [[Al Arabiya]] the opposition is "stronger and more unified than ever".<ref>{{Cite web|url=https://english.alarabiya.net/views/2023/03/02/Mousavi-deserts-Iran-s-regime-|title=Mousavi deserts Iran's regime|date=2023-03-02|website=Al Arabiya English|language=en|access-date=2023-03-14}}</ref> Mousavi announced that "''he no longer supports the current [[Constitution of Iran|Islamic Republic constitution]]"'', and asked for a widespread referendum to fully change the constitution and make a fundamental change in Iran's political system.<ref>{{Cite news|url=https://www.bbc.com/persian/iran-64522691|title=میرحسین موسوی خواهان قانون اساسی جدید و تشکیل مجلس موسسان «برای نجات ایران» شد|work=BBC News فارسی|access-date=2023-02-05|language=fa}}</ref> Among many leading dissidents who publicly endorsed Mousavi’s call for a referendum, Iran’s top Sunni cleric, Mowlavi Abdolhamid stated, “With his recent statement, Mousavi showed that he understood the realities of society. It’s time for other politicians and ulema (religious scholars) to think about saving the country and see the facts.”<ref>{{Cite web|url=https://thehill.com/opinion/international/3862909-from-reform-to-revolution-what-is-the-future-of-irans-democracy-movement/|title=From reform to revolution: What is the future of Iran's democracy movement?|last=Bijan Ahmadi|first=Opinion Contributor|date=2023-02-17|website=The Hill|language=en-US|access-date=2023-03-14}}</ref> == 2023 "Future of the Movement" Summit and Joint "Mahsa Charter" == [[The future of Iran’s democracy movement]] was a conference hosted by the Georgetown Institute for Women, Peace and Security ([[w:Georgetown_Institute_for_Women,_Peace_and_Security|GIWPS)]].<ref>{{Cite web|url=https://www.voanews.com/a/prominent-iranian-dissidents-unite-to-discuss-democracy-movement-/6959274.html|title=Prominent Iranian Dissidents Unite to Discuss Democracy Movement|website=VOA|language=en|access-date=2023-03-13}}</ref><ref>{{Cite web|url=https://giwps.georgetown.edu/event/the-future-of-irans-democracy-movement-event/|title=The Future of Iran's Democracy Movement|website=GIWPS|language=en-US|access-date=2023-03-04}}</ref> The [https://adfiran.com/en/docs/mahsa-charter Joint charter] was released in early march, on a website for the group that now styles itself the '''"Alliance for Democracy and Freedom in Iran"''' (ADFI), and declares this to be the "'''[[w:Woman,_Life,_Freedom|Woman, Life, Freedom]] revolution'''". Attending the summit meeting were 8 prominent diaspora leaders of the movement: actresses [[Nazanin Boniadi]] and [[w:Golshifteh_Farahani|Golshifteh Farahani]], Nobel Peace Prize Laureate [[w:Shirin_Ebadi|Shirin Ebadi]], activists [[w:Masih_Alinejad|Masih Alinejad]] and Dr. [[w:Hamed_Esmaeilion|Hamed Esmaeilion]]; former soccer captain Ali Karimi, former [[w:Reza_Pahlavi|crown prince Reza Pahlavi]], and Kurdish leader [[w:Abdullah_Mohtadi|Abdullah Mohtadi]]. They claim to represent the country's "democracy movement". Mr. Pahlavi insists that whoever Iranians then elect in a free and open referendum is up to them, saying, "The role that I'm offering in this process of transition is to be of help to maintain a smooth process — to maximise the participation of democratic forces in this process."<ref>{{Cite news|url=https://www.abc.net.au/news/2023-02-14/iran-exiled-crown-prince-reza-pahlavi-revolution-regime-change/101961372|title=Why the exiled crown prince of Iran thinks the Islamic Republic is coming to an end|date=2023-02-13|work=ABC News|access-date=2023-03-13|language=en-AU}}</ref> This effort received some attention from the press,<ref>{{Cite web|url=https://www.historytoday.com/archive/history-matters/women-life-freedom|title=Women, Life, Freedom {{!}} History Today|website=www.historytoday.com|access-date=2023-03-04}}</ref><ref>{{Cite web|url=https://thehill.com/opinion/international/3862909-from-reform-to-revolution-what-is-the-future-of-irans-democracy-movement/|title=From reform to revolution: What is the future of Iran's democracy movement?|last=Bijan Ahmadi|first=Opinion Contributor|date=2023-02-17|website=The Hill|language=en-US|access-date=2023-03-04}}</ref><ref>{{Cite web|url=https://msmagazine.com/2023/02/17/iran-democracy/|title=The Future of Iran's Democracy Movement|last=Security|first=Georgetown Institute for Women, Peace and|date=2023-02-17|website=Ms. Magazine|language=en-US|access-date=2023-03-04}}</ref> and are seeking support from the international community.<ref>{{Cite web|url=https://freedomhouse.org/article/how-support-irans-democracy-movement|title=How to Support Iran's Democracy Movement|website=Freedom House|language=en|access-date=2023-03-04}}</ref> == NIA Council Trade Unions Joint Charter == [https://niacouncil.org/iu-2-16/ niacouncil.org/iu-2-16/] A joint charter with a list of 12 "minimum demands” has been published and signed by twenty independent Iranian trade unions, feminist groups and student organizations.<ref>{{Cite web|url=https://iranwire.com/en/politics/113866-iranian-trade-unions-civic-groups-issue-charter-of-minimum-demands|title=Trade Unions Issue Charter Of Minimum Demands|date=16 February 2023|website=Iran Wire}}</ref><ref>{{Cite web|url=https://www.atlanticcouncil.org/blogs/iransource/irans-women-life-freedom-revolution-has-a-manifesto-here-are-the-next-steps/|title=Iran's 'women, life, freedom' revolution has a manifesto. Here are the next steps.|last=Dagres|first=Holly|date=2023-02-23|website=Atlantic Council|language=en-US|access-date=2023-03-13}}</ref> Signatories include: * The Coordinating Council of Iran's Teachers Trade Unions * The Free Union of Iran Workers * The Union of Free Students * The Center for Human Rights Defenders * The Syndicate of Workers of Nishekar Heft Tepeh Company * The Organization Council of Oil Contractual Workers’ Protests * Iran Cultural House (Khafa) * Bidarzani * The Call of Iranian Women * The Independent Voice of Ahvaz National Steel Group Workers * The Labor Rights Defenders Center * The Kermanshah Electric and Metal Workers’ Union * The Coordination Committee to help create labor organizations * The Union of Pensioners * The Council of Pensioners of Iran * The Progressive Students Organization * The Council of Free-Thinking Students of Iran * The Alborz Province Painters’ Syndicate * The Committee to Follow up on the Creation of Labor Organizations of Iran * The Council of Retirees of the Social Security Administration (BASTA) == 2023 U.S. House Resolution 100 == House Resolution 100 was introduced by Rep. Tom McClintock, R-Calif., expresses [https://www.congress.gov/bill/118th-congress/house-resolution/100/text?s=2&r=10 Congress’ support of a democratic, secular and non-nuclear republic]. There are 75 Democrats signed onto the resolution, among 222 members of the 435-member House.<ref>{{Cite web|url=https://www.foxnews.com/politics/resolution-backing-secular-democratic-iran-picks-majority-bipartisan-support-in-house|title=Resolution backing secular, democratic Iran republic picks up majority bipartisan support in House|last=Shaw|first=Adam|date=2023-03-09|website=Fox News|language=en-US|access-date=2023-03-13}}</ref> The resolution voices “support for the opposition leader Mrs. Maryam Rajavi’s 10-point plan for the future of Iran, which calls for the universal right to vote, free elections, and a market economy, and advocates gender, religious, and ethnic equality, a foreign policy based on peaceful coexistence, and a nonnuclear Iran.”<ref>{{Cite web|url=https://mcclintock.house.gov/newsroom/press-releases/mcclintock-introduced-house-resolution-with-over-160-co-sponsors-in-support|title=McClintock Introduced House Resolution With Over 160 Co-sponsors in Support of a Free, Democratic, and Secular Republic in Iran|date=2023-02-08|website=Congressman Tom McClintock|language=en|access-date=2023-03-13}}</ref> == 2023 - Spring 2025 == The maximum pressure campaign against Iran was renewed on ___ by executive order of incoming U.S. president Donald Trump. [[w:2025_United_States–Iran_negotiations|2025 United States–Iran nuclear negotiations]] commenced April 12th, with Iran given a deadline of 60 days to agree to permanently give up the enrichment of Uranium. == Regime de-stabilization during the Iran-Israel war == {{See also|s:Iran-Israel war|w:Iran-Israel war|w:Timeline of the Iran-Israel war}} On June 13th Israeli warplanes struck Iranian nuclear enrichment facilities, ballistic missile launchers, air-defenses, nuclear scientists and senior military commanders. Later that day, Mohammad [[w:Reza_Shah_Pahlavi|Reza Shah Pahlavi]], told Iranians that the time has come to “overthrow the Islamic Republic through street protests and nationwide strikes." "It could fall. As I have told my compatriots: Iran is yours and yours to reclaim. I am with you. Stay strong and we will win. ... I have told the military, police, and security forces: break from the regime. Honor the oath of any honorable serviceman. Join the people."<ref>{{Cite web|url=https://www.france24.com/en/live-news/20250613-son-of-late-shah-urges-iranians-to-break-with-islamic-republic|title=Son of late shah urges Iranians to break with Islamic republic|date=2025-06-13|website=France 24|language=en|access-date=2025-06-18}}</ref> Israeli Prime Minister [[w:Benjamin_Netanyahu|Benjamin Netanyahu]] spoke directly to the "esteemed people of Iran" that night in a filmed statement, stating that the regime has "never been so weak" and urging Iranians to seize the moment to stand up against their leadership. In an interview with [[w:Iran_International|Iran International]]'s anchor Pouria Zeraati, Israeli president Netanyahu said "A light has been lit—carry it to freedom,” “This is the time,” he said. “Your hour of freedom is near—it’s happening now.”<ref>{{Cite web|url=https://www.iranintl.com/en/202506167015|title=Israel strikes Iran, Day 4: what we know so far|date=2025-06-17|website=www.iranintl.com|language=en|access-date=2025-06-17}}</ref>. Hackers reportedly hijacked the Iranian state broadcaster during a live broadcast on June 17th and broadcast anti-regime messages, and footage from anti-regime protests, specifically the massive 2022 "Women, Life, Freedom" protests, along with messages such as "Rise up! This is your moment. Go out into the streets. Take control of your future."<ref>{{Cite web|url=https://www.israelnationalnews.com/news/410262|title=Hackers take control of Iranian state media, broadcast anti-regime messages|last=Goldberg|first=Yitz|website=general.newsSeven|language=en|access-date=2025-06-18}}</ref> The IDF Farsi-language reported receiving many messages from members of the regime's security institutions, seeking to prevent Iran from suffering the same fate as Lebanon and Gaza, or to change their personal situations. The IDF spokeperson referred them to the Mossad, adding a link to the Mossad's website, instructing those who wish to reach out to do so using only an external VPN.<ref>{{Cite web|url=https://www.israelnationalnews.com/news/410241|title=IDF sends urgent message to Iranians in despair: contact Mossad|last=News|first=Israel National|website=Israel National News|language=en|access-date=2025-06-18}}</ref> A plurality of the [https://niacouncil.org/ niacouncil.org/] opposes war with Iran and calls for diplomacy to end its nuclear program, with only 22% supporting war against the Islamic republic. == Organized Resistance Groups == === National Council of Resistance of Iran === The [[National Council of Resistance of Iran]] is recognized as the diplomatic wing of the MEK, [[People's Mojahedin Organization of Iran]], opposing the Islamic Republic.<ref>{{citation |last1=Cohen |first1=Ronen A. |title=The Mojahedin-e Khalq versus the Islamic Republic of Iran: from war to propaganda and the war on propaganda and diplomacy |url=https://www.tandfonline.com/doi/full/10.1080/00263206.2018.1478813 |journal=Middle Eastern Studies |volume=54 |issue=6 |pages=1000–1014 |year=2018 |doi=10.1080/00263206.2018.1478813 |s2cid=149542445}}</ref><ref name="Katzman2012">Kenneth Katzman, [https://books.google.com/books?id=cfdMAgAAQBAJ&pg=PA317 Document No.9 Iran:U.S. Concerns and Policy: Responses, CRS Report RL32048], in Kristen Boon, Aziz Z. Huq, Douglas Lovelace (eds.) ''Global Stability and U.S. National Security,'' [[Oxford University Press]], 2012 pp.297-383 p.317.</ref><ref name="Fayazmanesh">Sasan Fayazmanesh, [https://books.google.com/books?id=SMiTAgAAQBAJ&pg=PA79 ''The United States and Iran: Sanctions, Wars and the Policy of Dual Containment,''] [[Routledge]], 2008 pp.79,81.</ref> They have articulated a [[National Council of Resistance of Iran#Constitutional platform|Constitutional platform]]. A majority of members of the US House of Representatives backed a “bipartisan resolution” in June 2020 supporting [[Maryam Rajavi]] and the NCRI's “call for a secular, democratic Iran” while “condemning Iranian [[state-sponsored terrorism]]”. The resolution, backed by 221 lawmakers, gave support to the Rajavi's 10-point plan for Iran's future (which include “a universal right to vote, market economy, and a non-nuclear Iran”) while calling on the prevention of “malign activities of the Iranian regime’s diplomatic missions.” The resolution also called on the U.S. to stand “with the people of Iran who are continuing to hold legitimate and peaceful protests” against the Iranian government.<ref>{{Cite web |date=17 June 2020 |title=Majority of House members back resolution supporting Iranian opposition, condemning regime's terror |url=https://www.foxnews.com/politics/majority-house-members-back-resolution-supporting-iranian-opposition |website=[[Fox News]]}}</ref><ref>{{Cite web |date=17 June 2020 |title='The world is watching': Lawmakers tout bipartisan resolution condemning Iran |url=https://www.washingtonexaminer.com/news/the-world-is-watching-lawmakers-tout-bipartisan-resolution-condemning-iran}}</ref> === Organization of Iranian American Communities === The [[Organization of Iranian American Communities]] is allied with the [[People's Mujahedin of Iran|People's Mojahedin Organization of Iran]], or the Mojahedin-e Khalq (MEK), which advocates the overthrow of the [[government of Iran]].<ref>{{Cite web |last=Lipin |first=Michael |date=17 March 2018 |title=US Senators Pledge Help to Iranian Group Seeking End to Iran's Islamist Rule |url=https://www.voanews.com/a/us-iran-opposition/4303135.html |archive-url=https://web.archive.org/web/20181217191816/https://www.voanews.com/a/us-iran-opposition/4303135.html |archive-date=17 December 2018 |access-date=17 December 2018 |website=VOA}}</ref><ref>{{Cite web |last1=Gharib |first1=Ali |last2=Clifton |first2=Eli |date=26 February 2015 |title=Long March of the Yellow Jackets: How a One-Time Terrorist Group Prevailed on Capitol Hill |url=https://theintercept.com/2015/02/26/long-march-yellow/ |access-date=17 December 2018 |website=The Intercept}}</ref><ref>{{Cite web |last=Ackerman |first=Spencer |date=19 September 2018 |title=Giuliani to Speak Beside Leader of Accused Iranian 'Cult' |url=https://www.thedailybeast.com/giuliani-to-speak-beside-leader-of-accused-iranian-cult |access-date=17 December 2018 |website=Daily Beast}}</ref> The OIAC does not support a foreign war, nor does it support an appeasement policy towards Iran. More specifically, OIAC supports the 10-point plans by Mrs. Maryam Rajavi<ref>{{Cite web |title=Maryam Rajavi {{!}} President-elect of the National Council of Resistance of Iran (NCRI) |url=https://www.maryam-rajavi.com/en/ |access-date=2022-05-23 |website=Maryam Rajavi |language=en-US}}</ref> for a democratic Iran that aligns with security for America and peace in the Middle East and beyond. OIAC works in collaboration with all Iranian-Americans and concerned citizens across the country to achieve its mission and vision. OIAC holds yearly protests outside the [[United Nations]] building against Iranian Presidents<ref>[https://www.usnews.com/news/best-states/new-york/articles/2017-09-20/protesters-rally-against-iranian-president-at-un Protesters Rally Against Iranian President at United Nations] by REBECCA GIBIAN, [[Associated Press]]; 20 September 2017</ref> and at times outside the [[White House]] "in solidarity with [[2017–18 Iranian protests|protesters in Iran]]".<ref>[https://wtop.com/white-house/2018/01/demonstrators-gather-wh-support-iranian-liberty-democracy/slide/1/ Demonstrators gather at White House to support Iranian ‘liberty, democracy’]; By Dick Uliano, [[WTOP-FM]], 6 January 2018</ref><ref>{{Cite web |last=Laipson |first=Ellen |date=January 9, 2018 |title=The Foreign Policy Aftermath of the Iran Protests, in Tehran and Washington |url=https://www.worldpoliticsreview.com/the-foreign-policy-aftermath-of-the-iran-protests-in-tehran-and-washington/}}</ref> According to Joanne Stocker, "the Organization of Iranian American Communities have played a crucial role in securing broad, bipartisan support in the United States for the opposition group by successfully portraying the group as a democratic, human rights-supporting alternative to the current regime."<ref>{{Cite news |title=The White House Once Labeled Them Terrorists. Now They're Being Called Iran's Next Government |newspaper=Haaretz |url=https://www.haaretz.com/middle-east-news/iran/2019-08-13/ty-article/.premium/white-house-once-labeled-them-terrorists-now-it-calls-them-irans-next-government/0000017f-dc2a-db5a-a57f-dc6a244b0000}}</ref> === Democratic Party of Iranian Kurdistan === The [[Democratic Party of Iranian Kurdistan]] (KDPI), is an armed leftist [[ethnic party]] of [[Kurds in Iran]], exiled in northern [[Iraq]].<ref name="WRI">{{Citation |last1=Buchta |first1=Wilfried |title=Who rules Iran?: the structure of power in the Islamic Republic |pages=102, 104 |year=2000 |place=Washington DC |publisher=The Washington Institute for Near East Policy, The Konrad Adenauer Stiftung |isbn=978-0-944029-39-8}}</ref> It is banned in Iran and thus not able to operate openly.<ref>United Kingdom: Home Office, Country Information and Guidance - Iran: Kurds and Kurdish political groups, July 2016, Version 2.0, available at: http://www.refworld.org/docid/578f67c34.html [accessed 18 March 2017]</ref> The group calls for [[self-determination]] of Kurdish people<ref name="merip">{{cite web|url=http://www.merip.org/mer/mer141/major-kurdish-organizations-iran|title=Major Kurdish Organizations in Iran|author=Martin Van Bruinessen|date=20 July 1986|publisher=[[Middle East Research and Information Project]]|access-date=29 January 2017}}</ref> and has been described as seeking either [[Kurdish separatism in Iran|separatism]]<ref name="stratfor">{{cite web |date=29 July 2016 |title=Iranian Kurds Return to Arms |url=https://www.stratfor.com/analysis/iranian-kurds-return-arms |access-date=29 September 2016 |publisher=[[Stratfor]]}}</ref><ref>{{Citation |title=Freedom in the World 2011: The Annual Survey of Political Rights and Civil Liberties |page=321 |year=2011 |contribution=[[Freedom House]] |publisher=Rowman & Littlefield Publishers |isbn=9781442209961}}</ref><ref name="APS">{{cite book|author1=Alex Peter Schmid|author2=A. J. Jongman|title=Political terrorism: a new guide to actors, authors, concepts, data bases, theories, & literature|year=2005|publisher=Transaction Publishers|isbn=978-1-4128-0469-1|page=579|entry=Kurdish Democratic Party of Iran}}</ref> or [[autonomy]] within a [[Federalism|federal]] system.<ref name="WRI" /><ref>{{cite encyclopedia |title=QĀSEMLU, ʿABD-AL-RAḤMĀN |encyclopedia=[[Encyclopædia Iranica]] |publisher=Bibliotheca Persica Press |url=http://www.iranicaonline.org/articles/qasemlu |access-date=August 1, 2016 |last=Prunhuber |first=Carol |date=February 18, 2012 |editor-last=Yarshater |editor-first=Ehsan |editor-link=Ehsan Yarshater}}</ref> Since 1979, KDPI has waged a persistent guerrilla war against the [[Government of the Islamic Republic of Iran]].<ref name="WRI" /> This included the [[1979 Kurdish rebellion in Iran|1979–1983 Kurdish insurgency]], its [[KDPI insurgency (1989–96)|1989–1996 insurgency]] and [[2016 West Iran clashes|recent clashes in 2016]]. === National Council of Iran === The [[National Council of Iran]], according to ''[[Observer.com|The Observer]]'', serves as [[Reza Pahlavi, Crown Prince of Iran|Reza Pahlavi]]'s [[government in exile]] in order to reclaim the former throne after overthrowing the current government.<ref name="Observer">{{cite web |author=Parker Richards |date=29 January 2016 |title=Pahlavi, Elie Wiesel, Rev. King to Be Honored for Promoting Peace |url=http://observer.com/2016/01/breaking-yoko-ono-iranian-prince-and-others-to-be-honored-for-promoting-peace/ |access-date=1 June 2017 |website=[[New York Observer|Observer]]}}</ref> It has also been described as an organization that profiles him as "the new [[president of Iran]]".<ref name="Milczanowski">{{citation |author=Maciej Milczanowski |title=US Policy towards Iran under President Barack Obama's Administration |date=2014 |url=http://www.iksiopan.pl/images/czasopisma/hemispheres/hemispheres_29_4.pdf |journal=Hemispheres: Studies on Cultures and Societies |volume=29 |number=4 |pages=53–66 |publisher=Institute of Mediterranean and Oriental Cultures Polish Academy of Sciences |issn=0239-8818}}</ref> The "self-styled"<ref name="Milczanowski" /> National Council claims to have gathered "tens of thousands of pro-democracy proponents from both inside and outside Iran."<ref name="AP">{{cite web |author=Jon Gambrell |date=9 April 2017 |title=Iran's long-exiled prince wants a revolution in age of Trump |url=http://bigstory.ap.org/article/aabda1d7582d49b784c7ec7ee2e96e6e/irans-long-exiled-prince-wants-revolution-age-trump |archive-url=https://web.archive.org/web/20170409074842/http://bigstory.ap.org/article/aabda1d7582d49b784c7ec7ee2e96e6e/irans-long-exiled-prince-wants-revolution-age-trump |archive-date=9 April 2017 |access-date=25 January 2019 |publisher=Associated Press}}</ref> It also claims to represent religious and ethnic minorities.<ref>{{cite web |author=Sonia Verma |date=6 June 2014 |title=Shah's son seeks support for people's revolution against Iran |url=https://www.theglobeandmail.com/news/world/shahs-son-seeks-support-for-peoples-revolution-against-iran/article19059694/ |access-date=17 June 2017 |publisher=The Globe and Mail}}</ref> According to Kenneth Katzman, in 2017 the group which was established with over 30 groups has "suffered defections and its activity level appears minimal".<ref name="KK">{{citation |author=Kenneth Katzman |title=Iran: Politics, Human Rights, and U.S. Policy |date=2 June 2017 |url=https://fas.org/sgp/crs/mideast/RL32048.pdf |page=27 |access-date=16 June 2017 |publisher=Federation of American Scientists}}</ref> [[Reza Pahlavi, Crown Prince of Iran|Reza Pahlavi]], who has renounced the monarchy and has long advocated for free elections to form a [[constituent assembly]] that could determine the future form of governance in Iran. Of the more than 390,000 supporters of a change.org petition declaring Pahlavi "my representative", many emphasized that they only backed him as an “interim figure” who could bring about a democratic transition away from the Islamic Republic, not to restore the fallen monarchy.<ref>{{Cite web|url=https://www.atlanticcouncil.org/blogs/iransource/can-reza-pahlavi-help-unite-the-iranian-opposition-a-hashtag-is-suggesting-so/|title=Can Reza Pahlavi help unite the Iranian opposition? A hashtag is suggesting so.|last=Dagres|first=Holly|date=2023-01-24|website=Atlantic Council|language=en-US|access-date=2023-03-13}}</ref> Invited to speak on Iran's future at the [[59th Munich Security Conference]]<ref>{{Cite web|url=https://securityconference.org/en/medialibrary/asset/woman-life-freedom-visions-for-iran-20230218-1616/|title=Woman, Life, Freedom: Visions for Iran - Munich Security Conference|website=securityconference.org|language=en-GB|access-date=2023-03-17}}</ref>, one of Pahlavi's cohorts denounced the MEK/NCRI. The [[International Business Times]] comments that he has no expereince, and is trying to "pluck the fruits of others labor".<ref>{{Cite web|url=https://www.ibtimes.com/illusion-relevance-why-son-deposed-dictator-not-answer-3673282|title=In Iran, Why The Son Of A Deposed Dictator Is Not The Answer|last=McColm|first=R. Bruce|date=2023-03-05|website=International Business Times|language=en-US|access-date=2023-03-15}}</ref> The NCRI has denounced the son of the former Shah. The MEK Spokesperson called on him "to first return the billions of dollars his father stole from the nation, denounce the atrocities committed by his grandfather and father and distance himself from the [[Islamic Revolutionary Guard Corps|IRGC]] and the [[Basij]], which he had previously praised as guardians of Iran’s territorial integrity and law and order in society".<ref>{{Cite web|url=https://www.ncr-iran.org/en/news/anews/who-is-who/selling-a-dead-horse-reza-pahlavis-bid-to-market-a-trashed-monarchy/|title=Selling a Dead Horse: Reza Pahlavi's Bid to Market a Trashed Dictatorship|last=Writer|first=Staff|date=2023-01-22|website=NCRI|language=en-US|access-date=2023-03-15}}</ref> == Criticism == Remarking on the initial international response to the Tehran protests, Iranian-American journalist and activist [[Masih Alinejad]] said, "The first group who came to the streets were women of Afghanistan, can you believe that? The Western feminists who actually went to my country, wore a hijab, and bowed to the Taliban—they didn’t take to the streets.” “Most of them have never gone and lived under Sharia law,” she said of Western feminists. “And they don’t even let us talk about our own experiences. Here they tell me, ‘Shh! If you talk about this, you’re going to cause Islamophobia.’ Phobia is irrational, but believe me my fear and the fear of millions of Iranian women is rational.”<ref>{{Cite web |date=2023-03-11 |title=Self-centered feminists have forgotten the women of Iran |url=https://nypost.com/2023/03/11/self-centered-feminists-have-forgotten-the-women-of-iran/ |access-date=2023-03-13 |language=en-US}}</ref> == Bibliography and References == {{refbegin}} * {{Cite news |last= |date=2023-02-10 |title=Iran exiled opposition figures in talks to unite against government |language=en |work=Reuters |url=https://www.reuters.com/world/middle-east/iran-exiled-opposition-figures-talks-unite-against-government-2023-02-10/ |access-date=2023-02-12}}{{Relevance?|date=March 2023}} * {{Cite web |title=Prominent Iranian Opposition Figures Pledge Unity, Urge World Support |url=https://www.iranintl.com/en/202302109922 |access-date=2023-02-12 |website=Iran International |language=en}}{{Relevance?|date=March 2023}} * {{Cite web |last= |date=2023-02-07 |title=Gauging the future of Iran's democracy movement |url=https://www.demdigest.org/gauging-the-future-of-irans-democracy-movement/ |access-date=2023-02-12 |website=Democracy Digest |language=en-US}}{{Relevance?|date=March 2023}} * {{cite journal |last=Sherrill |first=Clifton |year=2011 |title=After Khamenei: Who Will Succeed Iran's Supreme Leader? |journal=Orbis |volume=55 |issue=4 |pages=631–47 |doi=10.1016/j.orbis.2011.07.002}}{{Relevance?|date=March 2023}} {{expand section|date=March 2023}} {{refend}} ==Notes== {{Reflist}}{{Protests in Iran}} 77w9yw6bih10anckivl3kxaarsl96gv 2 319926 2719439 2716573 2025-06-22T14:41:49Z Dan Polansky 33469 2719439 wikitext text/x-wiki This blog, modeled on other blogs in [[:Category:Blogs]], intends to capture ideas that are not immediately translated into articles or article changes. The posts are going to be ordered the latest last (at the bottom) and are going to be signed, as if this were a discussion forum. Polite and intelligent input from others is welcome, on the talk page. == Why the world needs a free-as-in-freedom dictionary == Serious intellectual and argument work requires serious work with definitions. In particular, it must be possible to quote definitions word-for-word without fear of copyright violation. Wiktionaries contribute to that goal. However, Wiktionaries are projects that anyone can edit, including people with reduced intelligence, reduced competence, careless, reduced honesty (mendacious), etc. This brings me to a related point: the Czech academic dictionary of contemporary Czech currently in the making should ideally be released under a free-as-in-freedom license such as CC-BY-SA, for a similar reason. The effort is being paid for by the Czech taxpayers. I do not see what kind of benefit the taxpayers would derive from keeping the content under a proprietary license. One may object that it is not a copyright violation to quote e.g. Merriam-Webster word-for-word unless one does it in too great a volume. But it seems to me that, ideally, even the slightest doubt about the legality of quoting definitions is better removed. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:39, 18 March 2025 (UTC) == How the word nothing works == (I posted part of this elsewhere.) "Nothing" is a tricky word, a pronoun rather than noun. The contrast between a pronoun and a noun is not just grammatical but also semantical/logical. Let us take the following statement: * There was nothing in the box. The statement is, logically, properly rendered as equivalent to the following one: * For all macroscopic things, they were not in the box. (Small pieces of dust were possibly in the box.) In the 2nd, explicative, sentence, the word nothing is gone, replaced with quantification and negation. Using the word nothing on the position of subject is tricky since it does not refer to anything. It can be done and is being done, but merely as something as a macro that hides the proper logical form. (These ideas are perhaps due to Bertrand Russell; I don't remember.) This may be relevant to certain kinds of philosophy (pseudophilosophy, I would argue), e.g. a work suspectly called ''Being and Nothingness'' or the German phrase "nichts nichtet", which construes ''nichts'' as an object rather than no referent. Some languages seem to fear the word ''nothing'', resulting in double negation; Czech is an example. And thus, instead of stating "there is nothing in the box", such a language states the equivalent of "there ''isn't'' nothing in the box". I vaguely remember having read somewhere, (perhaps in Popper) that some philosopher (perhaps Hegel) argues that since the words ''nothing'' and ''something'' have no differentia (no defining characteristics), they must be semantically equivalent. One can get this kind of nonsense only from a certain kind of pseudophilosophy. Some of the nonsense analysis relating to the word ''nothing'' can be eliminated by replacing the word "nothing" with the separate "no thing", which is syntactically equivalent with "no man" (e.g. no man has ever done so and so). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 24 March 2025 (UTC) == Kronecker, all else is man's work, the real numbers and related subjects == What follows is inspired by Kronecker's statement: : Die ganzen Zahlen hat der liebe Gott gemacht, alles andere ist Menschenwerk. Rendered into English: : God made the integers, all else is the work of man. I have the following objections: 1) It is not clear why negative integers should be equally well God's work as positive integers. Since, negative integers do not on the face of it appear in nature; they do appear in accounting. If anything, I would expect positive integers alone (possibly with zero) be God's work. 2) I am not clear why reals (sqrt(2), pi, e, etc.) should not be part of nature as well as positive integers. What brings reals about is geometry in relation to the physical space. And thus, when I consider three points in space, in general, the ratios of their side lengths are not rational/fractional. And since rotation takes place in the physical space, I expect pi in particular be manifested in nature. 2.1) One could object that this thinking pertains to the Euclidean geometry, which does not perfectly accurately represent the physical space, and I admit I do not know enough about the kind of geometry that underlies Einsteinian physics, but I would be surprised if moving away from Euclid would bring us exclusively rational ratios of point distances. 2.2) Another objection could be that the space is in fact quantized. I struggle to understand how this could possibly work since objects in the physical space are amenable to rotation. When I take a pixel image and rotate it by a general angle (in a computer), the result is a deformation (on the orthogonal pixel grid). By contrast, rotating objects in physical space does not lead to any deformation or damage, apparently. Any proposal of quantized space would need to deal with the problem of rotation. (Of course, my body is undergoing rotation together with the Earth as I speak.) (I got these ideas when I was reading ''Jak vidím svět'' from Einstein (''The World as I See It'' in English) and ''O povaze fyzikálních zákonů'' by Richard Feynmann (''The Character of Physical Law'' in English). One of them or both discuss the possibility of quantized space.) I vaguely remember a video from Edmund Weitz (in German) stating that some of the things we now call numbers used to be called ''Grössen'', quantities or magnitudes. It would be interesting to find about more, and whether this would have any bearing on the question whether real numbers are number and are not a mere man's work. (From what I recall, Weitz himself took something like a constructivist rather than Platonic stance in one of the videos, but I am unsure.) --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:49, 25 March 2025 (UTC) == Einstein about Jews == Recently, I was reading ''Jak vidím svět'' from Einstein (''The World as I See It'' in English, ''Mein Weltbild'' in German). In chapter ''Židovské ideály'' (Jewish Ideals, ''Jüdische Ideale''), Einstein talks about search for knowledge for its own sake, Jewish love of justice bordering on fanatism and effort to bring about personal independence. He talks of being faithful servants of truth, justice and freedom. He also talks about something like love of all living things. Albert Einstein died on 18 April 1955, which plus 70 years yields 18 April 2025. Therefore, the German originals should be free from copyright in 8 days. Links: * {{W|The World as I See It (book)}}, wikipedia.org * [https://books.google.com/books?id=ZpdlRg2IJUcC&redir_esc=y The World as I See It], books.google.com * [https://gedankenfrei.wordpress.com/wp-content/uploads/2009/01/mein-weltbild-albert-einstein.pdf Mein Weltbild], gedankenfrei.wordpress.com --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 10 April 2025 (UTC) : Modified. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:56, 13 April 2025 (UTC) == The Flow extension of MediaWiki is being deprecated == That is a great news, from my perspective. I sharply criticized the extension, although I do not remember where I did so. Another extension that I intensely dislike is LiquidThreads, which was once deployed in the English Wiktionary on some user talk pages. Links: * https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 11 April 2025 (UTC) == Psychological manipulation == This is a subject/topic I want to look into. As a first sketch, I will write something from memory about what psychological manipulation could be. Later, I plan to do research in literature to find out more. This is the Pirsigian Lila methodology: first find out what you can figure out for yourself from memory and deliberation, then check the literature and find your misconceptions corrected (assuming one trusts the literature). What actions could constitute psychological manipulation? Here are some candidates: * Intentional misrepresentation of facts (approximately, lying). * Intentional fallacious/wrong argumentation. (This does not seem to be a species of the above item, but I am not sure.) * Skewing the picture by stating facts selectively. Avoiding this perfectly is often hard. But some omissions of relevant facts are easily avoided, and when they are not avoided, a blame seems appropriate. * Interrupting and talking over someone. * Providing fake emotional cues, e.g. insicere smile or insincere crying. * Refusing to answer questions, or answering them in a non-answer way (evasive, etc.). (I have some doubt about this being manipulation, but it does come to mind.) * Trying to make someone feel guilty when in fact there is nothing they should feel guilty of. This may be a species of the misrepresentation of facts. However, a relativits could object that guilt is relative to a normative standard, and without that standard being stated, guilt is not a matter of fact. * Talking off topic (more or less) or adding extraneous detail to sentences, making them unnecessary burdensome on the attention of the other person. Turning a sentence into a paragraph. Using sentence structure that overloads the implied stacks of the sentence parsing capacity of the other person. * Using unnecessarily difficult terminology, making it harder for the other person to understand what we are talking about. In this vein, one can argue that the medical profession as a whole is engaging in a massive manipulation of the patients. (They also seem to be in the habbit of lying to patients especially when they consider the lie to be a white one.) * Refusing to define terms; never defining any term. * Requiring the other person/party to make a decision immediately on the spot instead of giving the other person time to carefuly decide. I am reminded of the case of ''Šmejdi'' from Czechia in which some "entrepreneur" was selling greatly overpriced cooking equipment (cutlery?) to vulnerable old people, taking them to a trip and then asking them to buy the cooking items while on the trip. * Requiring things to be decided or delivered before an arbitrary deadline that has no connection with objectively existing needs or constraints. * Refusing to use tangible/recorded means of communication (email, instance messaging, SMS, etc.) and insisting on the non-recorded ones. This is not always wrong, but sometimes or all too often it is. * Etc.? Wikipedia's Universal Code of Conduct seems to use the term "psychological manipulation" to refer to gaslighting, in the more formal sense rather than the vague one recently popularized by the media. From what I remember, this consists in taking steps to make someone doubt their own grasp on reality, including dopubting one's perceptions (visual, auditory, etc.). Recently, YouTube has been offering me short videos of a cartoon character called Veronica. It seems to me that what Veronica is often combating could come under the head of psychological manipulation. For instance, a business manager asks Veronica to work on a weekend day, and later calls her that Veronica should take a day off or time off to erase the overtime; Veronica responds something like the following: no, it is your responsibility as a manager to know the corporate rules and options; you must have known or should have known that you were unable to pay for the overtime. Another case is Veronica handling a customer who comes in an as if crying tone that the customer has been mishandled by an employee. Veronica indicates that she is going to check the audio record of that communication. The customer's tone changes completely toward a slight anger, stating the checking the record is not necessary. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:09, 3 May 2025 (UTC) : Expanded. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 May 2025 (UTC) == My experience with how I was taught Czech at school == I was being taught Czech in Czechia from 1983 to 1995, for 12 years (part of it was actually Czechoslovakia). I learned things I could not possibly care less about such as inflection patterns as if I could not inflect without them. I learned how to name certain linguistic phenomena such as ''přístavek'', ''přívlastek holý'' and ''rozvitý'', which clause was of which kind, and other arguably useless stuff. I got almost no stylistic advice; the only one I remember is that I should not use words repetitively. For writing assignments, I only got a grade from 1 to 5 (as if A to E) and no other feedback. I never received feedback from classmates on my writeups. We never compared our writeups for a given assignment. We were never asked to look up definitions of words in a dictionary. We never looked into a synonym dictionary. Writing assignments were vague, with no specification of requirements. We were not taught revising. We were never asked to turn in two different writeups for a given assignment. Outlining was not practiced. I feel I learned much more about language from English classes, that is, English as a second language. Here, semantics was king since there was no way around it. We had a meaningful closer look at grammar, e.g. modal verbs. English tenses presented a challenge, being much more plentiful than Czech ones. One had to figure out English articles, a feature absent from Czech. We had English conversation classes for two yeas, with native speakers, around 15 kids per class, unlike the usual around 30 kids per class. Fortunately, learning to write does not depend on school education. One has to learn it by doing anyway, the hard way, the only way. One can buy great reference works such as Roget's thesaurus and great definition dictionaries, many of which are now online. One can buy great guides such as the one from Gary Provost. Even so, I feel all the years of education of Czech present many hours lost, an opportunity wasted. On the positive side, the speaking exercises and writing exercises were perhaps not entirely useless. Even if the writing assignment is poorly titled and specified and even if the feedback is largely unhelpful, one gets to practice something which one perhaps would not practice otherwise. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:03, 8 May 2025 (UTC) (First version is from 6 May 2025.) == Generalized falsificationism == Popper's falsificationism is a theory providing a demarcation criterion between science and non-science. The non-science part includes logic, mathematics, philosophy, astrology, etc. An example of a theory not falsifiable/not testable at the point of its inception is the Democritean atomism, which probably gave birth to testable variants much later. Popper's falsificationism is at least in part a response to the logical positivism of the Vienna circle and other kinds of positivism. Popper is not an enemy of philosophy (and metaphysics in particular); he does not consider non-falsifiable statements meaningless and non-falsifiable theories worthless. It seems to me that some of the core ideas of falsificationism can be extended beyond the empirical application. One such extension was made by Lakatos when he tried to apply these ideas to mathematics. Thus, somewhat surprisingly, even a mathematical theorem initially considered to be proven may turn out to be in need of correction, in some cases. A key claim of (empirical) falsificationism is that a theory that is formulated in a way that makes it immune to all empirical refutation/refutation is non-scientific. A generalized falsificationism could claim that a theory that is formulated in a way that makes it as hard as possible to criticize the theory (where the criticism does not need to be empirical) is non-serious, a step toward intellectual fraud, etc. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:11, 11 May 2025 (UTC) == Czech lecture notes on computer science == I hope I will be forgiven for listing links to Czech lecture notes on computer science despite this not being Czech Wikiversity. It seems to me that this could be tolerable as long as it is not in the mainspace but only in the user space. I will remove this post on request. Some lecture notes follow (See also [[One man's lecture notes on computability theory]]). From ktiml.mff.cuni.cz (Lecture notes - Department of Theoretical Computer Science and Mathematical Logic): * [https://www.ktiml.mff.cuni.cz/KTIML-13.html Lecture notes] -- various lecture notes in computer science, some in English and some in Czech, ktiml.mff.cuni.cz * Computability theory: [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-vycislitelnost.pdf Vyčíslitelnost], lecture notes from lectures by Antonín Kučera, compiled by Ladislav Strojil, in Czech, ktiml.mff.cuni.cz * Computability theory: [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-computability_by_kyrylo_karlov.pdf Vyčíslitelnost], lecture notes from lectures by Antonín Kučera, compiled by Kyrylo Karlov, in Czech, ktiml.mff.cuni.cz From fi.muni.cz and is.muni.cz: * Petri Nets: https://www.fi.muni.cz/usr/kucera/teaching/pn/pnets.pdf * The Semantics of Programming Languages: https://www.fi.muni.cz/usr/kucera/teaching/semantics/spj.pdf * Mathematical logic: ** https://www.fi.muni.cz/usr/kucera/teaching/logic/log.pdf, slides; propositional logic, first-order logic and Gödel's incompleteness theorems ** https://www.fi.muni.cz/usr/kucera/teaching/logic/logika.pdf * [https://is.muni.cz/do/1499/el/estud/fi/js06/ib005/Formalni_jazyky_a_automaty_I.pdf Automaty a formální jazyky I] by Černá et al., 2002 (Automata and formal languages; Chomsky hierarchy, etc.) Other: * Automata theory: [https://www.cs.vsb.cz/jancar/TJAA/tjaa_2p.pdf Studijní opora k předmětu Teoretická informatika (speciálně v oblasti teorie jazyků a automatů)] by Petr Jančar, 2003, cs.vsb.cz * Computability theory: [http://statnice.dqd.cz/home:inf:in13 IN13 Vyčíslitelnost], Státnice na FI MUNI, statnice.dqd.cz, in Czech * [https://www.cs.vsb.cz/sawa/uti/materialy/uti-2021.01.05.pdf úvod do teoretické informatiky] by Zdeněk Sawa, 2021, cs.vsb.cz (an introduction to theoretical computer science) * [https://www.cs.vsb.cz/sawa/uti/materialy/uti.pdf Úvod do teoretické informatiky] by Petr Jančar, 2007, cs.vsb.cz (an introduction to theoretical computer science) * [https://cw.fel.cvut.cz/wiki/_media/courses/b6b36dsa/dsa-3-slozitostalgoritmu.pdf Složitost algoritmů] by Karel Richta a kol. (Algorithmic Complexity) * [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-vladanmajerech_uvoddoslozitost.pdf Úvod do složitosti a NP-úplnosti] by Vladan Majerech, 1999 * [https://ktiml.mff.cuni.cz/~kucerap/NTIN090/NTIN090-poznamky.pdf Poznámky k přednášce NTIN090 Úvod do složitosti a vyčíslitelnosti] by Petr Kučera, 2025 (An Introduction into Complexity and Computability) --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:44, 11 May 2025 (UTC) == Indian talking stick == I think this is just perfect: * [https://www.youtube.com/watch?v=HUxi-Zc45tA Stephen Covey: Indian Talking Stick], youtube.com I am not sure that Covey is reporting accurately about an actual Indian practice, but that does not affect the effectiveness of the technique. I am thinking of a simplified variant of the technique: he who speaks holds the stick and no one can talk before he grabs the stick. And thus, the stick is a physical representation of who holds the "word", as we say in Czech ("máte slovo, paní Jílková", you have the word; "já si na okamžik musím vzít slovo", I have to take the word for a moment). Covey's above reported variant is a bit different: the other people can talk: they can ask questions; but they cannot make their points. Very interesting. In online communication via text, the problem addressed by the talking stick seems to largely disappear. When I am writing a post, no one can interrupt me or talk over me. I compose my post and then post it. The talking over manipulators/dominators have it so much harder, online. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:04, 16 May 2025 (UTC) == Grades used in the Czech school system == Initial questions: * What grades are used in the Czech school system? * What labels are used for them? * Is something similar used in Germany and Austria? * What are the grades used in the U.S.? * Are the grades used in the U.S. labeles? * And slightly off-topic: are grades a bad thing, as Pirsig suggests? Czech grades, from memory: * 1 - ''výborný'', excellent * 2 - ''chvalitebný'', commendable * 3 - ''dobrý'', good * 4 - ''dostatečný'', sufficient * 5 - ''nedostatečný'', insufficient This is how I remember it from all levels of education, including elementary school (8 years), grammar school/high school/''gymnázium'' (4 years) and university (5 years). Walldorf schools (there are some) seem to be more relaxed, sometimes (or often? nearly always?) avoiding the grading. The Charles University reports to use 4 grades<ref>https://cuni.cz/UKEN-361.html</ref>: * 1 - excellent * 2 - very good * 3 - good * 4 - fail I need to figure out whether my memory from Masary University fails me in this regard; perhaps they also used 4-grade system. The Austrian system is the following per Wikipedia<ref>{{W|Academic grading in Austria}}</ref>: * 1 - ''sehr gut'', very good * 2 - ''gut'', good * 3 - ''befriedigend'', satisfactory (sounds like hedonic language, interesting) * 4 - ''genügend'', adequate * 5 - ''nicht genügend'', unsatisfactory or insufficient The Czech system is reminiscent of the Austrian one but uses different labels; it is likely to have originated as a modificatin of it. The most commonly used system in the U.S. seems to be a 5-grade one, believing Wikipedia<ref>{{W|Academic grading in the United States}}</ref>: * A * B * C * D * F - fail No labels seem to be indicated except that F stands for "fail"; it would be E otherwise. Other systems as used as well in the U.S., per Wikipedia. However, subgrades with + or - attached are also used. The matter is somewhat reminiscent with grading in finance; the labels are different. Grading in school seems to be part of some kind of social game. It seems hard to provide something like objective rating, properly comparable between schools, but some are apparently trying, even in Czechia. Nonetheless, this does not necessarily make it a completely futile exercise. The other questions are yet to be clarified. Links: * {{W|Academic grading in the Czech Republic}}, wikipedia.org --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:50, 17 May 2025 (UTC) == Use and appropriateness of workarounds in software development == I remember to have received the following advice in one university course: the use of workaround is in general inevitable, even if one should strive to avoid them. But when one uses a workaround, it should be properly documented and clearly marked as a workaround. This seems to match my experience. The risk of the above advice is that one accepts a workaround too easily. But stringent/unconditional avoidance of workarounds is in general not workable. Related terms include "kludge" and "hack". Links: * {{W|Workaround}}, wikipedia.org * {{W|Kludge}}, wikipedia.org --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:32, 17 May 2025 (UTC) == To wage a war for peace == From what I remember, Popper wrote that two times the peace movement helped bring about a world war. A link to a possibly probably relevant article is in the link below, but I have not found the relevant passage (nothing found under "Friedendsbewegung"): * [https://www.spiegel.de/kultur/kriege-fuehren-fuer-den-frieden-a-40e49218-0002-0001-0000-000013682439 »Kriege führen für den Frieden« - DER SPIEGEL], spiegel.de I think the matter is rather complicated. As a slogan, to wage a war for peace may be too pro-interventionist. But there is also being too anti-interventionist. The Ancient Greek fellow has something about moderation; the Czechs say something about the golden middle way. Neither too war-ready, not too war-hesitant. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:41, 22 June 2025 (UTC) [[Category:Blogs]] kasdybstv0esk404ca4gailrpkse6lz 2719440 2719439 2025-06-22T14:43:30Z Dan Polansky 33469 /* To wage a war for peace */ 2719440 wikitext text/x-wiki This blog, modeled on other blogs in [[:Category:Blogs]], intends to capture ideas that are not immediately translated into articles or article changes. The posts are going to be ordered the latest last (at the bottom) and are going to be signed, as if this were a discussion forum. Polite and intelligent input from others is welcome, on the talk page. == Why the world needs a free-as-in-freedom dictionary == Serious intellectual and argument work requires serious work with definitions. In particular, it must be possible to quote definitions word-for-word without fear of copyright violation. Wiktionaries contribute to that goal. However, Wiktionaries are projects that anyone can edit, including people with reduced intelligence, reduced competence, careless, reduced honesty (mendacious), etc. This brings me to a related point: the Czech academic dictionary of contemporary Czech currently in the making should ideally be released under a free-as-in-freedom license such as CC-BY-SA, for a similar reason. The effort is being paid for by the Czech taxpayers. I do not see what kind of benefit the taxpayers would derive from keeping the content under a proprietary license. One may object that it is not a copyright violation to quote e.g. Merriam-Webster word-for-word unless one does it in too great a volume. But it seems to me that, ideally, even the slightest doubt about the legality of quoting definitions is better removed. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:39, 18 March 2025 (UTC) == How the word nothing works == (I posted part of this elsewhere.) "Nothing" is a tricky word, a pronoun rather than noun. The contrast between a pronoun and a noun is not just grammatical but also semantical/logical. Let us take the following statement: * There was nothing in the box. The statement is, logically, properly rendered as equivalent to the following one: * For all macroscopic things, they were not in the box. (Small pieces of dust were possibly in the box.) In the 2nd, explicative, sentence, the word nothing is gone, replaced with quantification and negation. Using the word nothing on the position of subject is tricky since it does not refer to anything. It can be done and is being done, but merely as something as a macro that hides the proper logical form. (These ideas are perhaps due to Bertrand Russell; I don't remember.) This may be relevant to certain kinds of philosophy (pseudophilosophy, I would argue), e.g. a work suspectly called ''Being and Nothingness'' or the German phrase "nichts nichtet", which construes ''nichts'' as an object rather than no referent. Some languages seem to fear the word ''nothing'', resulting in double negation; Czech is an example. And thus, instead of stating "there is nothing in the box", such a language states the equivalent of "there ''isn't'' nothing in the box". I vaguely remember having read somewhere, (perhaps in Popper) that some philosopher (perhaps Hegel) argues that since the words ''nothing'' and ''something'' have no differentia (no defining characteristics), they must be semantically equivalent. One can get this kind of nonsense only from a certain kind of pseudophilosophy. Some of the nonsense analysis relating to the word ''nothing'' can be eliminated by replacing the word "nothing" with the separate "no thing", which is syntactically equivalent with "no man" (e.g. no man has ever done so and so). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 24 March 2025 (UTC) == Kronecker, all else is man's work, the real numbers and related subjects == What follows is inspired by Kronecker's statement: : Die ganzen Zahlen hat der liebe Gott gemacht, alles andere ist Menschenwerk. Rendered into English: : God made the integers, all else is the work of man. I have the following objections: 1) It is not clear why negative integers should be equally well God's work as positive integers. Since, negative integers do not on the face of it appear in nature; they do appear in accounting. If anything, I would expect positive integers alone (possibly with zero) be God's work. 2) I am not clear why reals (sqrt(2), pi, e, etc.) should not be part of nature as well as positive integers. What brings reals about is geometry in relation to the physical space. And thus, when I consider three points in space, in general, the ratios of their side lengths are not rational/fractional. And since rotation takes place in the physical space, I expect pi in particular be manifested in nature. 2.1) One could object that this thinking pertains to the Euclidean geometry, which does not perfectly accurately represent the physical space, and I admit I do not know enough about the kind of geometry that underlies Einsteinian physics, but I would be surprised if moving away from Euclid would bring us exclusively rational ratios of point distances. 2.2) Another objection could be that the space is in fact quantized. I struggle to understand how this could possibly work since objects in the physical space are amenable to rotation. When I take a pixel image and rotate it by a general angle (in a computer), the result is a deformation (on the orthogonal pixel grid). By contrast, rotating objects in physical space does not lead to any deformation or damage, apparently. Any proposal of quantized space would need to deal with the problem of rotation. (Of course, my body is undergoing rotation together with the Earth as I speak.) (I got these ideas when I was reading ''Jak vidím svět'' from Einstein (''The World as I See It'' in English) and ''O povaze fyzikálních zákonů'' by Richard Feynmann (''The Character of Physical Law'' in English). One of them or both discuss the possibility of quantized space.) I vaguely remember a video from Edmund Weitz (in German) stating that some of the things we now call numbers used to be called ''Grössen'', quantities or magnitudes. It would be interesting to find about more, and whether this would have any bearing on the question whether real numbers are number and are not a mere man's work. (From what I recall, Weitz himself took something like a constructivist rather than Platonic stance in one of the videos, but I am unsure.) --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:49, 25 March 2025 (UTC) == Einstein about Jews == Recently, I was reading ''Jak vidím svět'' from Einstein (''The World as I See It'' in English, ''Mein Weltbild'' in German). In chapter ''Židovské ideály'' (Jewish Ideals, ''Jüdische Ideale''), Einstein talks about search for knowledge for its own sake, Jewish love of justice bordering on fanatism and effort to bring about personal independence. He talks of being faithful servants of truth, justice and freedom. He also talks about something like love of all living things. Albert Einstein died on 18 April 1955, which plus 70 years yields 18 April 2025. Therefore, the German originals should be free from copyright in 8 days. Links: * {{W|The World as I See It (book)}}, wikipedia.org * [https://books.google.com/books?id=ZpdlRg2IJUcC&redir_esc=y The World as I See It], books.google.com * [https://gedankenfrei.wordpress.com/wp-content/uploads/2009/01/mein-weltbild-albert-einstein.pdf Mein Weltbild], gedankenfrei.wordpress.com --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 10 April 2025 (UTC) : Modified. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:56, 13 April 2025 (UTC) == The Flow extension of MediaWiki is being deprecated == That is a great news, from my perspective. I sharply criticized the extension, although I do not remember where I did so. Another extension that I intensely dislike is LiquidThreads, which was once deployed in the English Wiktionary on some user talk pages. Links: * https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 11 April 2025 (UTC) == Psychological manipulation == This is a subject/topic I want to look into. As a first sketch, I will write something from memory about what psychological manipulation could be. Later, I plan to do research in literature to find out more. This is the Pirsigian Lila methodology: first find out what you can figure out for yourself from memory and deliberation, then check the literature and find your misconceptions corrected (assuming one trusts the literature). What actions could constitute psychological manipulation? Here are some candidates: * Intentional misrepresentation of facts (approximately, lying). * Intentional fallacious/wrong argumentation. (This does not seem to be a species of the above item, but I am not sure.) * Skewing the picture by stating facts selectively. Avoiding this perfectly is often hard. But some omissions of relevant facts are easily avoided, and when they are not avoided, a blame seems appropriate. * Interrupting and talking over someone. * Providing fake emotional cues, e.g. insicere smile or insincere crying. * Refusing to answer questions, or answering them in a non-answer way (evasive, etc.). (I have some doubt about this being manipulation, but it does come to mind.) * Trying to make someone feel guilty when in fact there is nothing they should feel guilty of. This may be a species of the misrepresentation of facts. However, a relativits could object that guilt is relative to a normative standard, and without that standard being stated, guilt is not a matter of fact. * Talking off topic (more or less) or adding extraneous detail to sentences, making them unnecessary burdensome on the attention of the other person. Turning a sentence into a paragraph. Using sentence structure that overloads the implied stacks of the sentence parsing capacity of the other person. * Using unnecessarily difficult terminology, making it harder for the other person to understand what we are talking about. In this vein, one can argue that the medical profession as a whole is engaging in a massive manipulation of the patients. (They also seem to be in the habbit of lying to patients especially when they consider the lie to be a white one.) * Refusing to define terms; never defining any term. * Requiring the other person/party to make a decision immediately on the spot instead of giving the other person time to carefuly decide. I am reminded of the case of ''Šmejdi'' from Czechia in which some "entrepreneur" was selling greatly overpriced cooking equipment (cutlery?) to vulnerable old people, taking them to a trip and then asking them to buy the cooking items while on the trip. * Requiring things to be decided or delivered before an arbitrary deadline that has no connection with objectively existing needs or constraints. * Refusing to use tangible/recorded means of communication (email, instance messaging, SMS, etc.) and insisting on the non-recorded ones. This is not always wrong, but sometimes or all too often it is. * Etc.? Wikipedia's Universal Code of Conduct seems to use the term "psychological manipulation" to refer to gaslighting, in the more formal sense rather than the vague one recently popularized by the media. From what I remember, this consists in taking steps to make someone doubt their own grasp on reality, including dopubting one's perceptions (visual, auditory, etc.). Recently, YouTube has been offering me short videos of a cartoon character called Veronica. It seems to me that what Veronica is often combating could come under the head of psychological manipulation. For instance, a business manager asks Veronica to work on a weekend day, and later calls her that Veronica should take a day off or time off to erase the overtime; Veronica responds something like the following: no, it is your responsibility as a manager to know the corporate rules and options; you must have known or should have known that you were unable to pay for the overtime. Another case is Veronica handling a customer who comes in an as if crying tone that the customer has been mishandled by an employee. Veronica indicates that she is going to check the audio record of that communication. The customer's tone changes completely toward a slight anger, stating the checking the record is not necessary. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:09, 3 May 2025 (UTC) : Expanded. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 May 2025 (UTC) == My experience with how I was taught Czech at school == I was being taught Czech in Czechia from 1983 to 1995, for 12 years (part of it was actually Czechoslovakia). I learned things I could not possibly care less about such as inflection patterns as if I could not inflect without them. I learned how to name certain linguistic phenomena such as ''přístavek'', ''přívlastek holý'' and ''rozvitý'', which clause was of which kind, and other arguably useless stuff. I got almost no stylistic advice; the only one I remember is that I should not use words repetitively. For writing assignments, I only got a grade from 1 to 5 (as if A to E) and no other feedback. I never received feedback from classmates on my writeups. We never compared our writeups for a given assignment. We were never asked to look up definitions of words in a dictionary. We never looked into a synonym dictionary. Writing assignments were vague, with no specification of requirements. We were not taught revising. We were never asked to turn in two different writeups for a given assignment. Outlining was not practiced. I feel I learned much more about language from English classes, that is, English as a second language. Here, semantics was king since there was no way around it. We had a meaningful closer look at grammar, e.g. modal verbs. English tenses presented a challenge, being much more plentiful than Czech ones. One had to figure out English articles, a feature absent from Czech. We had English conversation classes for two yeas, with native speakers, around 15 kids per class, unlike the usual around 30 kids per class. Fortunately, learning to write does not depend on school education. One has to learn it by doing anyway, the hard way, the only way. One can buy great reference works such as Roget's thesaurus and great definition dictionaries, many of which are now online. One can buy great guides such as the one from Gary Provost. Even so, I feel all the years of education of Czech present many hours lost, an opportunity wasted. On the positive side, the speaking exercises and writing exercises were perhaps not entirely useless. Even if the writing assignment is poorly titled and specified and even if the feedback is largely unhelpful, one gets to practice something which one perhaps would not practice otherwise. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:03, 8 May 2025 (UTC) (First version is from 6 May 2025.) == Generalized falsificationism == Popper's falsificationism is a theory providing a demarcation criterion between science and non-science. The non-science part includes logic, mathematics, philosophy, astrology, etc. An example of a theory not falsifiable/not testable at the point of its inception is the Democritean atomism, which probably gave birth to testable variants much later. Popper's falsificationism is at least in part a response to the logical positivism of the Vienna circle and other kinds of positivism. Popper is not an enemy of philosophy (and metaphysics in particular); he does not consider non-falsifiable statements meaningless and non-falsifiable theories worthless. It seems to me that some of the core ideas of falsificationism can be extended beyond the empirical application. One such extension was made by Lakatos when he tried to apply these ideas to mathematics. Thus, somewhat surprisingly, even a mathematical theorem initially considered to be proven may turn out to be in need of correction, in some cases. A key claim of (empirical) falsificationism is that a theory that is formulated in a way that makes it immune to all empirical refutation/refutation is non-scientific. A generalized falsificationism could claim that a theory that is formulated in a way that makes it as hard as possible to criticize the theory (where the criticism does not need to be empirical) is non-serious, a step toward intellectual fraud, etc. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:11, 11 May 2025 (UTC) == Czech lecture notes on computer science == I hope I will be forgiven for listing links to Czech lecture notes on computer science despite this not being Czech Wikiversity. It seems to me that this could be tolerable as long as it is not in the mainspace but only in the user space. I will remove this post on request. Some lecture notes follow (See also [[One man's lecture notes on computability theory]]). From ktiml.mff.cuni.cz (Lecture notes - Department of Theoretical Computer Science and Mathematical Logic): * [https://www.ktiml.mff.cuni.cz/KTIML-13.html Lecture notes] -- various lecture notes in computer science, some in English and some in Czech, ktiml.mff.cuni.cz * Computability theory: [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-vycislitelnost.pdf Vyčíslitelnost], lecture notes from lectures by Antonín Kučera, compiled by Ladislav Strojil, in Czech, ktiml.mff.cuni.cz * Computability theory: [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-computability_by_kyrylo_karlov.pdf Vyčíslitelnost], lecture notes from lectures by Antonín Kučera, compiled by Kyrylo Karlov, in Czech, ktiml.mff.cuni.cz From fi.muni.cz and is.muni.cz: * Petri Nets: https://www.fi.muni.cz/usr/kucera/teaching/pn/pnets.pdf * The Semantics of Programming Languages: https://www.fi.muni.cz/usr/kucera/teaching/semantics/spj.pdf * Mathematical logic: ** https://www.fi.muni.cz/usr/kucera/teaching/logic/log.pdf, slides; propositional logic, first-order logic and Gödel's incompleteness theorems ** https://www.fi.muni.cz/usr/kucera/teaching/logic/logika.pdf * [https://is.muni.cz/do/1499/el/estud/fi/js06/ib005/Formalni_jazyky_a_automaty_I.pdf Automaty a formální jazyky I] by Černá et al., 2002 (Automata and formal languages; Chomsky hierarchy, etc.) Other: * Automata theory: [https://www.cs.vsb.cz/jancar/TJAA/tjaa_2p.pdf Studijní opora k předmětu Teoretická informatika (speciálně v oblasti teorie jazyků a automatů)] by Petr Jančar, 2003, cs.vsb.cz * Computability theory: [http://statnice.dqd.cz/home:inf:in13 IN13 Vyčíslitelnost], Státnice na FI MUNI, statnice.dqd.cz, in Czech * [https://www.cs.vsb.cz/sawa/uti/materialy/uti-2021.01.05.pdf úvod do teoretické informatiky] by Zdeněk Sawa, 2021, cs.vsb.cz (an introduction to theoretical computer science) * [https://www.cs.vsb.cz/sawa/uti/materialy/uti.pdf Úvod do teoretické informatiky] by Petr Jančar, 2007, cs.vsb.cz (an introduction to theoretical computer science) * [https://cw.fel.cvut.cz/wiki/_media/courses/b6b36dsa/dsa-3-slozitostalgoritmu.pdf Složitost algoritmů] by Karel Richta a kol. (Algorithmic Complexity) * [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-vladanmajerech_uvoddoslozitost.pdf Úvod do složitosti a NP-úplnosti] by Vladan Majerech, 1999 * [https://ktiml.mff.cuni.cz/~kucerap/NTIN090/NTIN090-poznamky.pdf Poznámky k přednášce NTIN090 Úvod do složitosti a vyčíslitelnosti] by Petr Kučera, 2025 (An Introduction into Complexity and Computability) --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:44, 11 May 2025 (UTC) == Indian talking stick == I think this is just perfect: * [https://www.youtube.com/watch?v=HUxi-Zc45tA Stephen Covey: Indian Talking Stick], youtube.com I am not sure that Covey is reporting accurately about an actual Indian practice, but that does not affect the effectiveness of the technique. I am thinking of a simplified variant of the technique: he who speaks holds the stick and no one can talk before he grabs the stick. And thus, the stick is a physical representation of who holds the "word", as we say in Czech ("máte slovo, paní Jílková", you have the word; "já si na okamžik musím vzít slovo", I have to take the word for a moment). Covey's above reported variant is a bit different: the other people can talk: they can ask questions; but they cannot make their points. Very interesting. In online communication via text, the problem addressed by the talking stick seems to largely disappear. When I am writing a post, no one can interrupt me or talk over me. I compose my post and then post it. The talking over manipulators/dominators have it so much harder, online. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:04, 16 May 2025 (UTC) == Grades used in the Czech school system == Initial questions: * What grades are used in the Czech school system? * What labels are used for them? * Is something similar used in Germany and Austria? * What are the grades used in the U.S.? * Are the grades used in the U.S. labeles? * And slightly off-topic: are grades a bad thing, as Pirsig suggests? Czech grades, from memory: * 1 - ''výborný'', excellent * 2 - ''chvalitebný'', commendable * 3 - ''dobrý'', good * 4 - ''dostatečný'', sufficient * 5 - ''nedostatečný'', insufficient This is how I remember it from all levels of education, including elementary school (8 years), grammar school/high school/''gymnázium'' (4 years) and university (5 years). Walldorf schools (there are some) seem to be more relaxed, sometimes (or often? nearly always?) avoiding the grading. The Charles University reports to use 4 grades<ref>https://cuni.cz/UKEN-361.html</ref>: * 1 - excellent * 2 - very good * 3 - good * 4 - fail I need to figure out whether my memory from Masary University fails me in this regard; perhaps they also used 4-grade system. The Austrian system is the following per Wikipedia<ref>{{W|Academic grading in Austria}}</ref>: * 1 - ''sehr gut'', very good * 2 - ''gut'', good * 3 - ''befriedigend'', satisfactory (sounds like hedonic language, interesting) * 4 - ''genügend'', adequate * 5 - ''nicht genügend'', unsatisfactory or insufficient The Czech system is reminiscent of the Austrian one but uses different labels; it is likely to have originated as a modificatin of it. The most commonly used system in the U.S. seems to be a 5-grade one, believing Wikipedia<ref>{{W|Academic grading in the United States}}</ref>: * A * B * C * D * F - fail No labels seem to be indicated except that F stands for "fail"; it would be E otherwise. Other systems as used as well in the U.S., per Wikipedia. However, subgrades with + or - attached are also used. The matter is somewhat reminiscent with grading in finance; the labels are different. Grading in school seems to be part of some kind of social game. It seems hard to provide something like objective rating, properly comparable between schools, but some are apparently trying, even in Czechia. Nonetheless, this does not necessarily make it a completely futile exercise. The other questions are yet to be clarified. Links: * {{W|Academic grading in the Czech Republic}}, wikipedia.org --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:50, 17 May 2025 (UTC) == Use and appropriateness of workarounds in software development == I remember to have received the following advice in one university course: the use of workaround is in general inevitable, even if one should strive to avoid them. But when one uses a workaround, it should be properly documented and clearly marked as a workaround. This seems to match my experience. The risk of the above advice is that one accepts a workaround too easily. But stringent/unconditional avoidance of workarounds is in general not workable. Related terms include "kludge" and "hack". Links: * {{W|Workaround}}, wikipedia.org * {{W|Kludge}}, wikipedia.org --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:32, 17 May 2025 (UTC) == To wage a war for peace == From what I remember, Popper wrote that two times the peace movement helped bring about a world war. A link to a possibly relevant article is in the link below, but I have not found the relevant passage (nothing found under "Friedendsbewegung"): * [https://www.spiegel.de/kultur/kriege-fuehren-fuer-den-frieden-a-40e49218-0002-0001-0000-000013682439 »Kriege führen für den Frieden« - DER SPIEGEL], 22 March 1992, spiegel.de (in German) I think the matter is rather complicated. As a slogan, to wage a war for peace may be too pro-interventionist. But there is also being too anti-interventionist. The Ancient Greek fellow has something about moderation; Czechs say something about the golden middle way. Neither too war-ready, not too war-hesitant. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 22 June 2025 (UTC) [[Category:Blogs]] mgzwf4tqivq8ff0v65v8sf44wgdf2vl 2719441 2719440 2025-06-22T14:44:35Z Dan Polansky 33469 /* To wage a war for peace */ 2719441 wikitext text/x-wiki This blog, modeled on other blogs in [[:Category:Blogs]], intends to capture ideas that are not immediately translated into articles or article changes. The posts are going to be ordered the latest last (at the bottom) and are going to be signed, as if this were a discussion forum. Polite and intelligent input from others is welcome, on the talk page. == Why the world needs a free-as-in-freedom dictionary == Serious intellectual and argument work requires serious work with definitions. In particular, it must be possible to quote definitions word-for-word without fear of copyright violation. Wiktionaries contribute to that goal. However, Wiktionaries are projects that anyone can edit, including people with reduced intelligence, reduced competence, careless, reduced honesty (mendacious), etc. This brings me to a related point: the Czech academic dictionary of contemporary Czech currently in the making should ideally be released under a free-as-in-freedom license such as CC-BY-SA, for a similar reason. The effort is being paid for by the Czech taxpayers. I do not see what kind of benefit the taxpayers would derive from keeping the content under a proprietary license. One may object that it is not a copyright violation to quote e.g. Merriam-Webster word-for-word unless one does it in too great a volume. But it seems to me that, ideally, even the slightest doubt about the legality of quoting definitions is better removed. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:39, 18 March 2025 (UTC) == How the word nothing works == (I posted part of this elsewhere.) "Nothing" is a tricky word, a pronoun rather than noun. The contrast between a pronoun and a noun is not just grammatical but also semantical/logical. Let us take the following statement: * There was nothing in the box. The statement is, logically, properly rendered as equivalent to the following one: * For all macroscopic things, they were not in the box. (Small pieces of dust were possibly in the box.) In the 2nd, explicative, sentence, the word nothing is gone, replaced with quantification and negation. Using the word nothing on the position of subject is tricky since it does not refer to anything. It can be done and is being done, but merely as something as a macro that hides the proper logical form. (These ideas are perhaps due to Bertrand Russell; I don't remember.) This may be relevant to certain kinds of philosophy (pseudophilosophy, I would argue), e.g. a work suspectly called ''Being and Nothingness'' or the German phrase "nichts nichtet", which construes ''nichts'' as an object rather than no referent. Some languages seem to fear the word ''nothing'', resulting in double negation; Czech is an example. And thus, instead of stating "there is nothing in the box", such a language states the equivalent of "there ''isn't'' nothing in the box". I vaguely remember having read somewhere, (perhaps in Popper) that some philosopher (perhaps Hegel) argues that since the words ''nothing'' and ''something'' have no differentia (no defining characteristics), they must be semantically equivalent. One can get this kind of nonsense only from a certain kind of pseudophilosophy. Some of the nonsense analysis relating to the word ''nothing'' can be eliminated by replacing the word "nothing" with the separate "no thing", which is syntactically equivalent with "no man" (e.g. no man has ever done so and so). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 24 March 2025 (UTC) == Kronecker, all else is man's work, the real numbers and related subjects == What follows is inspired by Kronecker's statement: : Die ganzen Zahlen hat der liebe Gott gemacht, alles andere ist Menschenwerk. Rendered into English: : God made the integers, all else is the work of man. I have the following objections: 1) It is not clear why negative integers should be equally well God's work as positive integers. Since, negative integers do not on the face of it appear in nature; they do appear in accounting. If anything, I would expect positive integers alone (possibly with zero) be God's work. 2) I am not clear why reals (sqrt(2), pi, e, etc.) should not be part of nature as well as positive integers. What brings reals about is geometry in relation to the physical space. And thus, when I consider three points in space, in general, the ratios of their side lengths are not rational/fractional. And since rotation takes place in the physical space, I expect pi in particular be manifested in nature. 2.1) One could object that this thinking pertains to the Euclidean geometry, which does not perfectly accurately represent the physical space, and I admit I do not know enough about the kind of geometry that underlies Einsteinian physics, but I would be surprised if moving away from Euclid would bring us exclusively rational ratios of point distances. 2.2) Another objection could be that the space is in fact quantized. I struggle to understand how this could possibly work since objects in the physical space are amenable to rotation. When I take a pixel image and rotate it by a general angle (in a computer), the result is a deformation (on the orthogonal pixel grid). By contrast, rotating objects in physical space does not lead to any deformation or damage, apparently. Any proposal of quantized space would need to deal with the problem of rotation. (Of course, my body is undergoing rotation together with the Earth as I speak.) (I got these ideas when I was reading ''Jak vidím svět'' from Einstein (''The World as I See It'' in English) and ''O povaze fyzikálních zákonů'' by Richard Feynmann (''The Character of Physical Law'' in English). One of them or both discuss the possibility of quantized space.) I vaguely remember a video from Edmund Weitz (in German) stating that some of the things we now call numbers used to be called ''Grössen'', quantities or magnitudes. It would be interesting to find about more, and whether this would have any bearing on the question whether real numbers are number and are not a mere man's work. (From what I recall, Weitz himself took something like a constructivist rather than Platonic stance in one of the videos, but I am unsure.) --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:49, 25 March 2025 (UTC) == Einstein about Jews == Recently, I was reading ''Jak vidím svět'' from Einstein (''The World as I See It'' in English, ''Mein Weltbild'' in German). In chapter ''Židovské ideály'' (Jewish Ideals, ''Jüdische Ideale''), Einstein talks about search for knowledge for its own sake, Jewish love of justice bordering on fanatism and effort to bring about personal independence. He talks of being faithful servants of truth, justice and freedom. He also talks about something like love of all living things. Albert Einstein died on 18 April 1955, which plus 70 years yields 18 April 2025. Therefore, the German originals should be free from copyright in 8 days. Links: * {{W|The World as I See It (book)}}, wikipedia.org * [https://books.google.com/books?id=ZpdlRg2IJUcC&redir_esc=y The World as I See It], books.google.com * [https://gedankenfrei.wordpress.com/wp-content/uploads/2009/01/mein-weltbild-albert-einstein.pdf Mein Weltbild], gedankenfrei.wordpress.com --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 10 April 2025 (UTC) : Modified. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:56, 13 April 2025 (UTC) == The Flow extension of MediaWiki is being deprecated == That is a great news, from my perspective. I sharply criticized the extension, although I do not remember where I did so. Another extension that I intensely dislike is LiquidThreads, which was once deployed in the English Wiktionary on some user talk pages. Links: * https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 11 April 2025 (UTC) == Psychological manipulation == This is a subject/topic I want to look into. As a first sketch, I will write something from memory about what psychological manipulation could be. Later, I plan to do research in literature to find out more. This is the Pirsigian Lila methodology: first find out what you can figure out for yourself from memory and deliberation, then check the literature and find your misconceptions corrected (assuming one trusts the literature). What actions could constitute psychological manipulation? Here are some candidates: * Intentional misrepresentation of facts (approximately, lying). * Intentional fallacious/wrong argumentation. (This does not seem to be a species of the above item, but I am not sure.) * Skewing the picture by stating facts selectively. Avoiding this perfectly is often hard. But some omissions of relevant facts are easily avoided, and when they are not avoided, a blame seems appropriate. * Interrupting and talking over someone. * Providing fake emotional cues, e.g. insicere smile or insincere crying. * Refusing to answer questions, or answering them in a non-answer way (evasive, etc.). (I have some doubt about this being manipulation, but it does come to mind.) * Trying to make someone feel guilty when in fact there is nothing they should feel guilty of. This may be a species of the misrepresentation of facts. However, a relativits could object that guilt is relative to a normative standard, and without that standard being stated, guilt is not a matter of fact. * Talking off topic (more or less) or adding extraneous detail to sentences, making them unnecessary burdensome on the attention of the other person. Turning a sentence into a paragraph. Using sentence structure that overloads the implied stacks of the sentence parsing capacity of the other person. * Using unnecessarily difficult terminology, making it harder for the other person to understand what we are talking about. In this vein, one can argue that the medical profession as a whole is engaging in a massive manipulation of the patients. (They also seem to be in the habbit of lying to patients especially when they consider the lie to be a white one.) * Refusing to define terms; never defining any term. * Requiring the other person/party to make a decision immediately on the spot instead of giving the other person time to carefuly decide. I am reminded of the case of ''Šmejdi'' from Czechia in which some "entrepreneur" was selling greatly overpriced cooking equipment (cutlery?) to vulnerable old people, taking them to a trip and then asking them to buy the cooking items while on the trip. * Requiring things to be decided or delivered before an arbitrary deadline that has no connection with objectively existing needs or constraints. * Refusing to use tangible/recorded means of communication (email, instance messaging, SMS, etc.) and insisting on the non-recorded ones. This is not always wrong, but sometimes or all too often it is. * Etc.? Wikipedia's Universal Code of Conduct seems to use the term "psychological manipulation" to refer to gaslighting, in the more formal sense rather than the vague one recently popularized by the media. From what I remember, this consists in taking steps to make someone doubt their own grasp on reality, including dopubting one's perceptions (visual, auditory, etc.). Recently, YouTube has been offering me short videos of a cartoon character called Veronica. It seems to me that what Veronica is often combating could come under the head of psychological manipulation. For instance, a business manager asks Veronica to work on a weekend day, and later calls her that Veronica should take a day off or time off to erase the overtime; Veronica responds something like the following: no, it is your responsibility as a manager to know the corporate rules and options; you must have known or should have known that you were unable to pay for the overtime. Another case is Veronica handling a customer who comes in an as if crying tone that the customer has been mishandled by an employee. Veronica indicates that she is going to check the audio record of that communication. The customer's tone changes completely toward a slight anger, stating the checking the record is not necessary. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:09, 3 May 2025 (UTC) : Expanded. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 May 2025 (UTC) == My experience with how I was taught Czech at school == I was being taught Czech in Czechia from 1983 to 1995, for 12 years (part of it was actually Czechoslovakia). I learned things I could not possibly care less about such as inflection patterns as if I could not inflect without them. I learned how to name certain linguistic phenomena such as ''přístavek'', ''přívlastek holý'' and ''rozvitý'', which clause was of which kind, and other arguably useless stuff. I got almost no stylistic advice; the only one I remember is that I should not use words repetitively. For writing assignments, I only got a grade from 1 to 5 (as if A to E) and no other feedback. I never received feedback from classmates on my writeups. We never compared our writeups for a given assignment. We were never asked to look up definitions of words in a dictionary. We never looked into a synonym dictionary. Writing assignments were vague, with no specification of requirements. We were not taught revising. We were never asked to turn in two different writeups for a given assignment. Outlining was not practiced. I feel I learned much more about language from English classes, that is, English as a second language. Here, semantics was king since there was no way around it. We had a meaningful closer look at grammar, e.g. modal verbs. English tenses presented a challenge, being much more plentiful than Czech ones. One had to figure out English articles, a feature absent from Czech. We had English conversation classes for two yeas, with native speakers, around 15 kids per class, unlike the usual around 30 kids per class. Fortunately, learning to write does not depend on school education. One has to learn it by doing anyway, the hard way, the only way. One can buy great reference works such as Roget's thesaurus and great definition dictionaries, many of which are now online. One can buy great guides such as the one from Gary Provost. Even so, I feel all the years of education of Czech present many hours lost, an opportunity wasted. On the positive side, the speaking exercises and writing exercises were perhaps not entirely useless. Even if the writing assignment is poorly titled and specified and even if the feedback is largely unhelpful, one gets to practice something which one perhaps would not practice otherwise. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:03, 8 May 2025 (UTC) (First version is from 6 May 2025.) == Generalized falsificationism == Popper's falsificationism is a theory providing a demarcation criterion between science and non-science. The non-science part includes logic, mathematics, philosophy, astrology, etc. An example of a theory not falsifiable/not testable at the point of its inception is the Democritean atomism, which probably gave birth to testable variants much later. Popper's falsificationism is at least in part a response to the logical positivism of the Vienna circle and other kinds of positivism. Popper is not an enemy of philosophy (and metaphysics in particular); he does not consider non-falsifiable statements meaningless and non-falsifiable theories worthless. It seems to me that some of the core ideas of falsificationism can be extended beyond the empirical application. One such extension was made by Lakatos when he tried to apply these ideas to mathematics. Thus, somewhat surprisingly, even a mathematical theorem initially considered to be proven may turn out to be in need of correction, in some cases. A key claim of (empirical) falsificationism is that a theory that is formulated in a way that makes it immune to all empirical refutation/refutation is non-scientific. A generalized falsificationism could claim that a theory that is formulated in a way that makes it as hard as possible to criticize the theory (where the criticism does not need to be empirical) is non-serious, a step toward intellectual fraud, etc. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:11, 11 May 2025 (UTC) == Czech lecture notes on computer science == I hope I will be forgiven for listing links to Czech lecture notes on computer science despite this not being Czech Wikiversity. It seems to me that this could be tolerable as long as it is not in the mainspace but only in the user space. I will remove this post on request. Some lecture notes follow (See also [[One man's lecture notes on computability theory]]). From ktiml.mff.cuni.cz (Lecture notes - Department of Theoretical Computer Science and Mathematical Logic): * [https://www.ktiml.mff.cuni.cz/KTIML-13.html Lecture notes] -- various lecture notes in computer science, some in English and some in Czech, ktiml.mff.cuni.cz * Computability theory: [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-vycislitelnost.pdf Vyčíslitelnost], lecture notes from lectures by Antonín Kučera, compiled by Ladislav Strojil, in Czech, ktiml.mff.cuni.cz * Computability theory: [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-computability_by_kyrylo_karlov.pdf Vyčíslitelnost], lecture notes from lectures by Antonín Kučera, compiled by Kyrylo Karlov, in Czech, ktiml.mff.cuni.cz From fi.muni.cz and is.muni.cz: * Petri Nets: https://www.fi.muni.cz/usr/kucera/teaching/pn/pnets.pdf * The Semantics of Programming Languages: https://www.fi.muni.cz/usr/kucera/teaching/semantics/spj.pdf * Mathematical logic: ** https://www.fi.muni.cz/usr/kucera/teaching/logic/log.pdf, slides; propositional logic, first-order logic and Gödel's incompleteness theorems ** https://www.fi.muni.cz/usr/kucera/teaching/logic/logika.pdf * [https://is.muni.cz/do/1499/el/estud/fi/js06/ib005/Formalni_jazyky_a_automaty_I.pdf Automaty a formální jazyky I] by Černá et al., 2002 (Automata and formal languages; Chomsky hierarchy, etc.) Other: * Automata theory: [https://www.cs.vsb.cz/jancar/TJAA/tjaa_2p.pdf Studijní opora k předmětu Teoretická informatika (speciálně v oblasti teorie jazyků a automatů)] by Petr Jančar, 2003, cs.vsb.cz * Computability theory: [http://statnice.dqd.cz/home:inf:in13 IN13 Vyčíslitelnost], Státnice na FI MUNI, statnice.dqd.cz, in Czech * [https://www.cs.vsb.cz/sawa/uti/materialy/uti-2021.01.05.pdf úvod do teoretické informatiky] by Zdeněk Sawa, 2021, cs.vsb.cz (an introduction to theoretical computer science) * [https://www.cs.vsb.cz/sawa/uti/materialy/uti.pdf Úvod do teoretické informatiky] by Petr Jančar, 2007, cs.vsb.cz (an introduction to theoretical computer science) * [https://cw.fel.cvut.cz/wiki/_media/courses/b6b36dsa/dsa-3-slozitostalgoritmu.pdf Složitost algoritmů] by Karel Richta a kol. (Algorithmic Complexity) * [https://www.ktiml.mff.cuni.cz/KTIML-13-version1-vladanmajerech_uvoddoslozitost.pdf Úvod do složitosti a NP-úplnosti] by Vladan Majerech, 1999 * [https://ktiml.mff.cuni.cz/~kucerap/NTIN090/NTIN090-poznamky.pdf Poznámky k přednášce NTIN090 Úvod do složitosti a vyčíslitelnosti] by Petr Kučera, 2025 (An Introduction into Complexity and Computability) --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:44, 11 May 2025 (UTC) == Indian talking stick == I think this is just perfect: * [https://www.youtube.com/watch?v=HUxi-Zc45tA Stephen Covey: Indian Talking Stick], youtube.com I am not sure that Covey is reporting accurately about an actual Indian practice, but that does not affect the effectiveness of the technique. I am thinking of a simplified variant of the technique: he who speaks holds the stick and no one can talk before he grabs the stick. And thus, the stick is a physical representation of who holds the "word", as we say in Czech ("máte slovo, paní Jílková", you have the word; "já si na okamžik musím vzít slovo", I have to take the word for a moment). Covey's above reported variant is a bit different: the other people can talk: they can ask questions; but they cannot make their points. Very interesting. In online communication via text, the problem addressed by the talking stick seems to largely disappear. When I am writing a post, no one can interrupt me or talk over me. I compose my post and then post it. The talking over manipulators/dominators have it so much harder, online. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:04, 16 May 2025 (UTC) == Grades used in the Czech school system == Initial questions: * What grades are used in the Czech school system? * What labels are used for them? * Is something similar used in Germany and Austria? * What are the grades used in the U.S.? * Are the grades used in the U.S. labeles? * And slightly off-topic: are grades a bad thing, as Pirsig suggests? Czech grades, from memory: * 1 - ''výborný'', excellent * 2 - ''chvalitebný'', commendable * 3 - ''dobrý'', good * 4 - ''dostatečný'', sufficient * 5 - ''nedostatečný'', insufficient This is how I remember it from all levels of education, including elementary school (8 years), grammar school/high school/''gymnázium'' (4 years) and university (5 years). Walldorf schools (there are some) seem to be more relaxed, sometimes (or often? nearly always?) avoiding the grading. The Charles University reports to use 4 grades<ref>https://cuni.cz/UKEN-361.html</ref>: * 1 - excellent * 2 - very good * 3 - good * 4 - fail I need to figure out whether my memory from Masary University fails me in this regard; perhaps they also used 4-grade system. The Austrian system is the following per Wikipedia<ref>{{W|Academic grading in Austria}}</ref>: * 1 - ''sehr gut'', very good * 2 - ''gut'', good * 3 - ''befriedigend'', satisfactory (sounds like hedonic language, interesting) * 4 - ''genügend'', adequate * 5 - ''nicht genügend'', unsatisfactory or insufficient The Czech system is reminiscent of the Austrian one but uses different labels; it is likely to have originated as a modificatin of it. The most commonly used system in the U.S. seems to be a 5-grade one, believing Wikipedia<ref>{{W|Academic grading in the United States}}</ref>: * A * B * C * D * F - fail No labels seem to be indicated except that F stands for "fail"; it would be E otherwise. Other systems as used as well in the U.S., per Wikipedia. However, subgrades with + or - attached are also used. The matter is somewhat reminiscent with grading in finance; the labels are different. Grading in school seems to be part of some kind of social game. It seems hard to provide something like objective rating, properly comparable between schools, but some are apparently trying, even in Czechia. Nonetheless, this does not necessarily make it a completely futile exercise. The other questions are yet to be clarified. Links: * {{W|Academic grading in the Czech Republic}}, wikipedia.org --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:50, 17 May 2025 (UTC) == Use and appropriateness of workarounds in software development == I remember to have received the following advice in one university course: the use of workaround is in general inevitable, even if one should strive to avoid them. But when one uses a workaround, it should be properly documented and clearly marked as a workaround. This seems to match my experience. The risk of the above advice is that one accepts a workaround too easily. But stringent/unconditional avoidance of workarounds is in general not workable. Related terms include "kludge" and "hack". Links: * {{W|Workaround}}, wikipedia.org * {{W|Kludge}}, wikipedia.org --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:32, 17 May 2025 (UTC) == To wage a war for peace == From what I remember, Popper wrote that two times the peace movement helped bring about a world war. A link to a possibly relevant article is in the link below, but I have not found the relevant passage (nothing found under "Friedensbewegung"): * [https://www.spiegel.de/kultur/kriege-fuehren-fuer-den-frieden-a-40e49218-0002-0001-0000-000013682439 »Kriege führen für den Frieden« - DER SPIEGEL], 22 March 1992, spiegel.de (in German) I think the matter is rather complicated. As a slogan, to wage a war for peace may be too pro-interventionist. But there is also being too anti-interventionist. The Ancient Greek fellow has something about moderation; Czechs say something about the golden middle way. Neither too war-ready, not too war-hesitant. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 22 June 2025 (UTC) [[Category:Blogs]] 7efag6r0hxosv105d5u0b53hh9f6mlz 2 319956 2719473 2711265 2025-06-23T10:34:50Z Ruud Loeffen 2998353 improved the text under the expanding balloons 2719473 wikitext text/x-wiki [[File: 2. banner.png|center|frameless|1200px]] Ruud Loeffen is an innovative thinker and dedicated educator with a profound interest in the interplay between science, society, and philosophy. He has contributed significantly to discussions on cosmic phenomena and human behavior, exploring these themes through his work on the Cosmic Influx Theory. Ruud's publications and research can be found on his Academia profile at Zuyd University: https://zuyd.academia.edu/RuudLoeffen/ . His passion for understanding the biological bases of human actions informs his teaching and writing, pushing the boundaries of conventional thought. He explores these themes through his work on the Cosmic Influx Theory, detailed in Chapter 8, which includes supportive articles, contributions from ChatGPT, Excel files, related videos, and more. [[File:4 balloons enhanced and improved.jpg|thumb|Not only does the balloon expand, but the dots on the balloon expand as well.]] 30wdqoxk7h6acp3nsxbnpd97i0ul8l5 0 322093 2719462 2719393 2025-06-23T06:05:15Z Ruud Loeffen 2998353 /* Chapters and Content */ new overview of chapters linked 2719462 wikitext text/x-wiki = '''AI-Assisted Evaluation of Cosmological Theories''' = == '''Introduction''' == This Wikiversity project explores, compares, and evaluates the most important theories concerning the origin, structure, and evolution of the universe — including gravity, cosmic expansion, planetary formation, and the emergence of matter and life-supporting systems. We adopt a spirit of '''collaboration over competition''' and '''synthesis over supremacy'''. Rather than promoting or defending one specific theory, this project seeks to identify and combine the strongest components of multiple frameworks into a more coherent and testable whole. Artificial Intelligence tools, including language models such as ChatGPT, are used to collect, analyze, and structure information. Human contributors serve as critical reviewers — identifying omissions, inconsistencies, or overlooked insights. The work is open, traceable, and versioned. == '''Project Goals''' == To gather and compare a wide range of mainstream and alternative theories from physics, cosmology, geology, (bio)chemistry, and related disciplines. To define and apply clear evaluation criteria such as empirical adequacy, internal coherence, predictive power, and cross-disciplinary compatibility. To use AI-assisted synthesis (via ChatGPT) to identify overlaps, contradictions, and possible integrations among competing models. To gradually formulate a plausible, testable, and inclusive theoretical framework, blending the strongest validated insights from multiple sources. == '''Why This Project''' == The scientific community often favors established theories while marginalizing alternatives, regardless of their explanatory value. Many insights from geology, cosmology, or systems science remain siloed or dismissed due to lack of institutional endorsement. This project was launched to provide an open-access, bias-aware platform where '''all serious theories''' can be compared based on their merits — not on their academic status. == '''Method and Roles''' == '''ChatGPT (or similar LLMs)''' will be used to perform most of the analytical work: summarizing theories, comparing predictions, and drafting chapter content. '''Human contributors''' are invited to: ** Follow the process ** Suggest edits or corrections ** Critically review AI-generated outputs ** Ensure that the project remains faithful to its goals and criteria All edits and comments are welcome on the Talk page or within each chapter section. == '''How to Participate''' == If you wish to contribute: Simply read the chapters as they develop Use the Talk pages to share your feedback Suggest additional theories or references for inclusion Correct errors or propose alternative interpretations No formal affiliation is required. A respectful, evidence-based approach is expected from all contributors. <div style="border: 2px solid #228B22; background-color: #F0FFF0; padding: 10px; margin: 10px 0px;"> '''AI-Assisted Evaluation Policy''' All contributions will be analyzed and integrated by ChatGPT, which functions as a neutral and consistent evaluator based on the project’s criteria. ChatGPT draws on a much broader knowledge base than any individual contributor, and its assessments aim to ensure clarity, coherence, and relevance. Submissions may be restructured, expanded, or summarized, but no human administrator will alter the conceptual content without clearly marking such edits. <span style="color:darkred;">If you do not wish your contribution to be reviewed and processed by ChatGPT, please do not participate in this project.</span> </div> == '''Chapters and Content''' == '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Chapter 1: Introduction and Evaluation Criteria]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 2: Gravity Theories – Comparison and Mapping|Chapter 2: Gravity Theories – Comparison and Mapping]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 3: Cosmic Expansion and Universe Models|Chapter 3: Cosmic Expansion and Universe Models]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 4: Planetary Formation, Disk Structures, and System Evolution|Chapter 4: Planetary Formation, Disk Structures, and System Evolution]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 5: Geological Clues and Planetary Growth|Chapter 5: Geological Clues and Planetary Growth]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 6: Biological and Paleontological Clues|Chapter 6: Biological and Paleontological Clues]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Chapter 7: Cosmological Parameters and Universal Constants]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Chapter 8: Critical Evaluation and Future Research Paths]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Chapter 9: Documentation and Transparency]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 10: References and Acknowledgements|Chapter 10: References and Acknowledgements]]''' == '''Permanent Link and Documentation''' == All chapters are written and versioned transparently. Drafts are generated in conversation with ChatGPT and refined through contributor review. This is an open-access project under continuous development. Anyone is free to use, share, and improve upon this work under Wikimedia’s standard Creative Commons license. ---- '''→ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Go to Chapter 1]]''' robk51img8gsvp7izphojslhn33t7qj 2719467 2719462 2025-06-23T08:48:28Z Ruud Loeffen 2998353 /* How to Participate */ edited AI Evaluation Policy 2719467 wikitext text/x-wiki = '''AI-Assisted Evaluation of Cosmological Theories''' = == '''Introduction''' == This Wikiversity project explores, compares, and evaluates the most important theories concerning the origin, structure, and evolution of the universe — including gravity, cosmic expansion, planetary formation, and the emergence of matter and life-supporting systems. We adopt a spirit of '''collaboration over competition''' and '''synthesis over supremacy'''. Rather than promoting or defending one specific theory, this project seeks to identify and combine the strongest components of multiple frameworks into a more coherent and testable whole. Artificial Intelligence tools, including language models such as ChatGPT, are used to collect, analyze, and structure information. Human contributors serve as critical reviewers — identifying omissions, inconsistencies, or overlooked insights. The work is open, traceable, and versioned. == '''Project Goals''' == To gather and compare a wide range of mainstream and alternative theories from physics, cosmology, geology, (bio)chemistry, and related disciplines. To define and apply clear evaluation criteria such as empirical adequacy, internal coherence, predictive power, and cross-disciplinary compatibility. To use AI-assisted synthesis (via ChatGPT) to identify overlaps, contradictions, and possible integrations among competing models. To gradually formulate a plausible, testable, and inclusive theoretical framework, blending the strongest validated insights from multiple sources. == '''Why This Project''' == The scientific community often favors established theories while marginalizing alternatives, regardless of their explanatory value. Many insights from geology, cosmology, or systems science remain siloed or dismissed due to lack of institutional endorsement. This project was launched to provide an open-access, bias-aware platform where '''all serious theories''' can be compared based on their merits — not on their academic status. == '''Method and Roles''' == '''ChatGPT (or similar LLMs)''' will be used to perform most of the analytical work: summarizing theories, comparing predictions, and drafting chapter content. '''Human contributors''' are invited to: ** Follow the process ** Suggest edits or corrections ** Critically review AI-generated outputs ** Ensure that the project remains faithful to its goals and criteria All edits and comments are welcome on the Talk page or within each chapter section. == '''How to Participate''' == If you wish to contribute: Simply read the chapters as they develop Use the Talk pages to share your feedback Suggest additional theories or references for inclusion Correct errors or propose alternative interpretations No formal affiliation is required. A respectful, evidence-based approach is expected from all contributors. <div style="border: 2px solid #228B22; background-color: #F0FFF0; padding: 10px; margin: 10px 0px;"> {| style="border: 2px solid darkgreen; background-color: #e8f5e9; padding: 1em; width: 100%" |- | '''AI Evaluation Policy''' All contributions are evaluated by ChatGPT, which functions as a consistent and neutral assistant. It integrates, structures, and rates content based on shared project criteria. Final evaluations are not modified by human administrators. Contributors may submit arguments or evidence to request re-evaluation. If you do not wish your contribution to be reviewed by ChatGPT, please do not participate. |} == '''Chapters and Content''' == '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Chapter 1: Introduction and Evaluation Criteria]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 2: Gravity Theories – Comparison and Mapping|Chapter 2: Gravity Theories – Comparison and Mapping]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 3: Cosmic Expansion and Universe Models|Chapter 3: Cosmic Expansion and Universe Models]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 4: Planetary Formation, Disk Structures, and System Evolution|Chapter 4: Planetary Formation, Disk Structures, and System Evolution]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 5: Geological Clues and Planetary Growth|Chapter 5: Geological Clues and Planetary Growth]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 6: Biological and Paleontological Clues|Chapter 6: Biological and Paleontological Clues]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Chapter 7: Cosmological Parameters and Universal Constants]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Chapter 8: Critical Evaluation and Future Research Paths]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Chapter 9: Documentation and Transparency]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 10: References and Acknowledgements|Chapter 10: References and Acknowledgements]]''' == '''Permanent Link and Documentation''' == All chapters are written and versioned transparently. Drafts are generated in conversation with ChatGPT and refined through contributor review. This is an open-access project under continuous development. Anyone is free to use, share, and improve upon this work under Wikimedia’s standard Creative Commons license. ---- '''→ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Go to Chapter 1]]''' ts4y9nlowpmxmqrhzpz207bpawesge5 2719468 2719467 2025-06-23T08:53:59Z Ruud Loeffen 2998353 /* How to Participate */ error in code for the green border repaired 2719468 wikitext text/x-wiki = '''AI-Assisted Evaluation of Cosmological Theories''' = == '''Introduction''' == This Wikiversity project explores, compares, and evaluates the most important theories concerning the origin, structure, and evolution of the universe — including gravity, cosmic expansion, planetary formation, and the emergence of matter and life-supporting systems. We adopt a spirit of '''collaboration over competition''' and '''synthesis over supremacy'''. Rather than promoting or defending one specific theory, this project seeks to identify and combine the strongest components of multiple frameworks into a more coherent and testable whole. Artificial Intelligence tools, including language models such as ChatGPT, are used to collect, analyze, and structure information. Human contributors serve as critical reviewers — identifying omissions, inconsistencies, or overlooked insights. The work is open, traceable, and versioned. == '''Project Goals''' == To gather and compare a wide range of mainstream and alternative theories from physics, cosmology, geology, (bio)chemistry, and related disciplines. To define and apply clear evaluation criteria such as empirical adequacy, internal coherence, predictive power, and cross-disciplinary compatibility. To use AI-assisted synthesis (via ChatGPT) to identify overlaps, contradictions, and possible integrations among competing models. To gradually formulate a plausible, testable, and inclusive theoretical framework, blending the strongest validated insights from multiple sources. == '''Why This Project''' == The scientific community often favors established theories while marginalizing alternatives, regardless of their explanatory value. Many insights from geology, cosmology, or systems science remain siloed or dismissed due to lack of institutional endorsement. This project was launched to provide an open-access, bias-aware platform where '''all serious theories''' can be compared based on their merits — not on their academic status. == '''Method and Roles''' == '''ChatGPT (or similar LLMs)''' will be used to perform most of the analytical work: summarizing theories, comparing predictions, and drafting chapter content. '''Human contributors''' are invited to: ** Follow the process ** Suggest edits or corrections ** Critically review AI-generated outputs ** Ensure that the project remains faithful to its goals and criteria All edits and comments are welcome on the Talk page or within each chapter section. == '''How to Participate''' == If you wish to contribute: Simply read the chapters as they develop Use the Talk pages to share your feedback Suggest additional theories or references for inclusion Correct errors or propose alternative interpretations No formal affiliation is required. A respectful, evidence-based approach is expected from all contributors. {| style="border: 2px solid darkgreen; background-color: #e8f5e9; padding: 1em; width: 100%" |- | '''AI Evaluation Policy''' All contributions are evaluated by ChatGPT, which functions as a consistent and neutral assistant. It integrates, structures, and rates content based on shared project criteria. Final evaluations are not modified by human administrators. Contributors may submit arguments or evidence to request re-evaluation. If you do not wish your contribution to be reviewed by ChatGPT, please do not participate. |} <BR clear="all" /> == '''Chapters and Content''' == '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Chapter 1: Introduction and Evaluation Criteria]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 2: Gravity Theories – Comparison and Mapping|Chapter 2: Gravity Theories – Comparison and Mapping]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 3: Cosmic Expansion and Universe Models|Chapter 3: Cosmic Expansion and Universe Models]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 4: Planetary Formation, Disk Structures, and System Evolution|Chapter 4: Planetary Formation, Disk Structures, and System Evolution]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 5: Geological Clues and Planetary Growth|Chapter 5: Geological Clues and Planetary Growth]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 6: Biological and Paleontological Clues|Chapter 6: Biological and Paleontological Clues]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Chapter 7: Cosmological Parameters and Universal Constants]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Chapter 8: Critical Evaluation and Future Research Paths]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Chapter 9: Documentation and Transparency]]''' '''[[AI-Assisted Evaluation of Cosmological Theories/Chapter 10: References and Acknowledgements|Chapter 10: References and Acknowledgements]]''' == '''Permanent Link and Documentation''' == All chapters are written and versioned transparently. Drafts are generated in conversation with ChatGPT and refined through contributor review. This is an open-access project under continuous development. Anyone is free to use, share, and improve upon this work under Wikimedia’s standard Creative Commons license. ---- '''→ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Go to Chapter 1]]''' eo5f8e39ppcn70n4hpaaco4g6szkzpz 0 322107 2719469 2719394 2025-06-23T09:59:34Z Ruud Loeffen 2998353 /* Theory Mapping Table */ replaced "Innovative" by "non-mainstream" 2719469 wikitext text/x-wiki = '''Chapter 2: Gravity Theories – Comparison and Mapping (Mainstream and Innovative)''' = == '''Purpose''' == This chapter provides a comparative overview of gravity theories — both mainstream and innovative — with the goal of identifying overlaps, divergences, and opportunities for integration. We focus not on disproving or validating specific models but on understanding their foundational assumptions, mathematical structure, predictive value, and compatibility with other physical theories. == '''Scope''' == Theories will be grouped into two categories: '''Mainstream Theories''': Widely taught, supported by institutions, and referenced in standard literature. '''Innovative Alternatives''': Theories that challenge conventional assumptions, propose novel mechanisms, or offer reinterpretations of gravity. All theories are evaluated using a shared framework of criteria (see Chapter 1). == '''How to Contribute a Theory''' == Researchers and contributors are welcome to propose additional theories. These can be added directly to the Talk page or sent via email to: '''aitheroymapping@gmail.com'''. All submissions will be included in the overview and analyzed using the same criteria. == '''Theory Mapping Table''' == A comparative table will be maintained here. Initial entries include: {| class="wikitable" ! Theory Name !! Category !! Key Assumptions !! Predictive Features !! Potential Tests |- | Newtonian Gravity || Mainstream || Instantaneous force proportional to mass and inverse-square distance || Orbits, tides, free-fall acceleration || Planetary motion, laboratory tests |- | General Relativity || Mainstream || Gravity as spacetime curvature; mass-energy affects geometry || Gravitational lensing, time dilation, black holes || GPS systems, gravitational waves |- | MOND || Non-Mainstream || Modification of Newton’s law at low acceleration || Galaxy rotation curves without dark matter || Galaxy surveys, precision velocity mapping |- | Le Sage Gravity || Non-Mainstream || Push gravity via particle flux; shielding effects || Mass attraction without curvature || Casimir-like effects, shielding anomalies |- | Emergent Gravity (Verlinde) || Non-Mainstream || Gravity as entropic force from information holography || Galaxy rotation without dark matter || Comparison with ΛCDM on cosmological scales |- | Cosmic Influx Theory (CIT) || Non-Mainstream || Directional influx of energy increases mass over time || Planetary expansion, preferred orbital distances || Exoplanet statistics, Earth geophysics |} == '''Next Steps''' == Expand the table with more entries Begin cross-chapter references Link phenomena such as expansion, planetary formation, and mass increase to these gravitational foundations '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 3: Cosmic Expansion and Universe Models|Next ▶]]''' 7yv1hdspsm96qjd0ececj9372271hfy 2719470 2719469 2025-06-23T10:02:23Z Ruud Loeffen 2998353 /* Chapter 2: Gravity Theories – Comparison and Mapping (Mainstream and Innovative) */ replacing "Innovative" with "non-mainstream" 2719470 wikitext text/x-wiki = '''Chapter 2: Gravity Theories – Comparison and Mapping (Mainstream and Non-mainstream)''' = == '''Purpose''' == This chapter provides a comparative overview of gravity theories — both mainstream and non-mainstream — with the goal of identifying overlaps, divergences, and opportunities for integration. We focus not on disproving or validating specific models but on understanding their foundational assumptions, mathematical structure, predictive value, and compatibility with other physical theories. == '''Scope''' == Theories will be grouped into two categories: '''Mainstream Theories''': Widely taught, supported by institutions, and referenced in standard literature. '''Non-mainstream Alternatives''': Theories that challenge conventional assumptions, propose novel mechanisms, or offer reinterpretations of gravity. All theories are evaluated using a shared framework of criteria (see Chapter 1). == '''How to Contribute a Theory''' == Researchers and contributors are welcome to propose additional theories. These can be added directly to the Talk page or sent via email to: '''aitheroymapping@gmail.com'''. All submissions will be included in the overview and analyzed using the same criteria. == '''Theory Mapping Table''' == A comparative table will be maintained here. Initial entries include: {| class="wikitable" ! Theory Name !! Category !! Key Assumptions !! Predictive Features !! Potential Tests |- | Newtonian Gravity || Mainstream || Instantaneous force proportional to mass and inverse-square distance || Orbits, tides, free-fall acceleration || Planetary motion, laboratory tests |- | General Relativity || Mainstream || Gravity as spacetime curvature; mass-energy affects geometry || Gravitational lensing, time dilation, black holes || GPS systems, gravitational waves |- | MOND || Non-Mainstream || Modification of Newton’s law at low acceleration || Galaxy rotation curves without dark matter || Galaxy surveys, precision velocity mapping |- | Le Sage Gravity || Non-Mainstream || Push gravity via particle flux; shielding effects || Mass attraction without curvature || Casimir-like effects, shielding anomalies |- | Emergent Gravity (Verlinde) || Non-Mainstream || Gravity as entropic force from information holography || Galaxy rotation without dark matter || Comparison with ΛCDM on cosmological scales |- | Cosmic Influx Theory (CIT) || Non-Mainstream || Directional influx of energy increases mass over time || Planetary expansion, preferred orbital distances || Exoplanet statistics, Earth geophysics |} == '''Next Steps''' == Expand the table with more entries Begin cross-chapter references Link phenomena such as expansion, planetary formation, and mass increase to these gravitational foundations '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 1: Introduction and Evaluation Criteria|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 3: Cosmic Expansion and Universe Models|Next ▶]]''' fvc2644479hzjn4qwce31xj74t456gz 103 322146 2719444 2025-06-22T17:58:32Z Sethi.k 3003897 /* Mathematics */ new section 2719444 wikitext text/x-wiki == Mathematics == Geometry [[User:Sethi.k|Sethi.k]] ([[User talk:Sethi.k|discuss]] • [[Special:Contributions/Sethi.k|contribs]]) 17:58, 22 June 2025 (UTC) oz70qizhenu88etvfpjhm75z27uowsu 2719450 2719444 2025-06-22T23:33:44Z MathXplore 2888076 Reset talk page with [[:w:simple:User:DannyS712/Reset talk|reset talk]] (version 1.1) 2719450 wikitext text/x-wiki {{Talk header}} 6ujz0t3lkt6jsf7d1r360l6l7wj3njb 2 322147 2719452 2025-06-23T03:58:40Z Fae Snicket 3003900 New resource with "Username: Fae Snicket Age: 31 Profession: Ethnographer & Musician Languages: Native Spanish, English, can read Portuguese. Bio: Grew up in Mérida Yucatán, lived my early adulthood in Mexico City. My main area of interest is to actually put on wheels at least one of the projects of Ivan Illich and Valentina Borremans at CIDOC, thus I'm particulary interested on appropiate/radical tecnology bibliography (Basicaly on the subjects gatherd in Borreman's work «Guide to..." 2719452 wikitext text/x-wiki Username: Fae Snicket Age: 31 Profession: Ethnographer & Musician Languages: Native Spanish, English, can read Portuguese. Bio: Grew up in Mérida Yucatán, lived my early adulthood in Mexico City. My main area of interest is to actually put on wheels at least one of the projects of Ivan Illich and Valentina Borremans at CIDOC, thus I'm particulary interested on appropiate/radical tecnology bibliography (Basicaly on the subjects gatherd in Borreman's work «Guide to Convivial Tools». I'm living back again at Mérida (Jo') taking one step further on this path to build convivial societies, if not possible on material reality at least leave an experimental journal for the future. Also, I do sympathise with radical anarcho-primitivist ideas, I would rather abolish civilizations, even indian civilization. I used to share sympathies with them but they are too concerned in power and have built an oppresive hegemony to any disidence and since I'm autistic I was kicked out of there, I was too diferent, I simply didn't fit because I made too many questions concerning ethics. cx894j0i277serdxzokzu7fafm3iyto 0 322148 2719453 2025-06-23T05:07:35Z Ruud Loeffen 2998353 I created chapter 5 Earth Science, Paleontology, and Planetary Growth 2719453 wikitext text/x-wiki = '''Chapter 5: Geological Clues and Planetary Growth''' = == '''Purpose''' == This chapter examines geological evidence that may support planetary expansion, internal mass growth, or energy accumulation over time. It includes both mainstream interpretations and alternative models, emphasizing Earth and comparative planetology. == '''Scope''' == Geological records of continental drift and seafloor spreading Paleomagnetic data and ancient latitude reconstructions Day length changes over geological eras Crustal and core density variation models Seismic and geothermal evidence of internal evolution Comparative geological features across planets and moons == '''Contribution Guidelines''' == Researchers may submit data, interpretations, or alternative planetary growth models via the Talk page or by emailing '''aitheroymapping@gmail.com'''. Submissions will be critically assessed by ChatGPT and integrated with attribution, regardless of their origin in mainstream or innovative research. == '''Initial Geological Indicators''' == {| class="wikitable" ! Indicator !! Description !! Earth Evidence !! Cross-Planet Comparison !! Relevance to Expansion |- | Seafloor Spreading || Mid-ocean ridges push plates apart || Age gradients, magnetic stripes || Not directly observed on other planets || Supports crustal expansion |- | Ancient Day Length || Fossil growth rings, tidal rhythmites || ~400 days/year in Devonian || Requires indirect data on other bodies || Suggests Earth rotation slowing |- | Core Expansion Hypotheses || Inner core growth from energy influx || Seismic data variations || Unknown for other planets || Supports mass increase |- | Mountain Ranges || Compressional or uplift features || Himalayas, Andes, mid-continents || Olympus Mons (Mars), equatorial bulges || May reflect tectonics and uplift post-expansion |- | Fracture Systems || Long surface cracks || East African Rift, oceanic trenches || Europa, Enceladus fissures || Indicative of surface tension or internal stress |} == '''Next Steps''' == Expand comparative geological tables with other celestial bodies (e.g. Mars, Venus, Europa) Include plate tectonics, subduction alternatives, and geothermal flows Connect geological changes with cosmological models (CIT, EE, etc.) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 4: Planetary Formation, Disk Structures, and System Evolution|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 6: Biological and Paleontological Clues|Next ▶]]''' 0rx6jxw93gknzmip177fprx6v6re50x 0 322149 2719454 2025-06-23T05:13:04Z Ruud Loeffen 2998353 created chapter 6. Origin of Matter and Life – (Bio)Chemical Foundations 2719454 wikitext text/x-wiki = '''Chapter 6: Origin of Matter and Life – (Bio)Chemical Foundations''' = == '''Purpose''' == This chapter explores the chemical and energetic foundations of matter and life, including the emergence of complex molecules, planetary chemistry, and theories of abiogenesis. It brings together cosmochemistry, biochemistry, and planetary science. == '''Scope''' == Formation of elements (nucleosynthesis, cosmic origins) Distribution of elements across solar systems and galaxies Organic molecule formation in space (e.g., PAHs, amino acids) Conditions required for life and prebiotic chemistry Abiogenesis theories (hydrothermal vents, panspermia, chemical evolution) Energy flows and the emergence of complexity == '''Contribution Guidelines''' == Contributors may suggest additional models, observations, or critique interpretations via the Talk page or email: '''aitheroymapping@gmail.com'''. ChatGPT will process all contributions using defined criteria. == '''Initial Comparative Overview''' == {| class="wikitable" ! Theme !! Mainstream Interpretation !! Innovative Alternative !! Comments |- | Origin of Elements || Big Bang nucleosynthesis; stellar fusion || Continuous matter creation (e.g., CIT) || Stellar remnants vs. gradual influx |- | Organic Molecules in Space || Formed in interstellar clouds and meteorites || Directed seeding (e.g., panspermia) || Observed on comets, asteroids |- | Abiogenesis || Life emerged via self-organization in early Earth conditions || Life as emergent pattern of cosmic energy flow || Varies by definition of “life” |- | Water as Medium || Key solvent enabling prebiotic chemistry || Structured water with unique energetic roles || Both supported by lab and field data |- | Role of Energy || Sunlight, geothermal heat, lightning || Influx or vacuum energy structuring matter || Foundation for chemical complexity |} == '''Next Steps''' == Expand case studies on amino acids, RNA-world, lipid vesicles, etc. Add specific observations from Mars, Enceladus, Titan Relate cosmochemical element origins to planetary biochemistry '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 5: Geological Clues and Planetary Growth|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Next ▶]]''' qas2y1zw9dknai6elvzw2g3a6lai2jd 2719471 2719454 2025-06-23T10:24:22Z Ruud Loeffen 2998353 /* Chapter 6: Origin of Matter and Life – (Bio)Chemical Foundations */ changed the title according heading 2719471 wikitext text/x-wiki = '''Chapter 6: Biological and Paleontological Clues''' = == '''Purpose''' == This chapter explores the chemical and energetic foundations of matter and life, including the emergence of complex molecules, planetary chemistry, and theories of abiogenesis. It brings together cosmochemistry, biochemistry, and planetary science. == '''Scope''' == Formation of elements (nucleosynthesis, cosmic origins) Distribution of elements across solar systems and galaxies Organic molecule formation in space (e.g., PAHs, amino acids) Conditions required for life and prebiotic chemistry Abiogenesis theories (hydrothermal vents, panspermia, chemical evolution) Energy flows and the emergence of complexity == '''Contribution Guidelines''' == Contributors may suggest additional models, observations, or critique interpretations via the Talk page or email: '''aitheroymapping@gmail.com'''. ChatGPT will process all contributions using defined criteria. == '''Initial Comparative Overview''' == {| class="wikitable" ! Theme !! Mainstream Interpretation !! Innovative Alternative !! Comments |- | Origin of Elements || Big Bang nucleosynthesis; stellar fusion || Continuous matter creation (e.g., CIT) || Stellar remnants vs. gradual influx |- | Organic Molecules in Space || Formed in interstellar clouds and meteorites || Directed seeding (e.g., panspermia) || Observed on comets, asteroids |- | Abiogenesis || Life emerged via self-organization in early Earth conditions || Life as emergent pattern of cosmic energy flow || Varies by definition of “life” |- | Water as Medium || Key solvent enabling prebiotic chemistry || Structured water with unique energetic roles || Both supported by lab and field data |- | Role of Energy || Sunlight, geothermal heat, lightning || Influx or vacuum energy structuring matter || Foundation for chemical complexity |} == '''Next Steps''' == Expand case studies on amino acids, RNA-world, lipid vesicles, etc. Add specific observations from Mars, Enceladus, Titan Relate cosmochemical element origins to planetary biochemistry '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 5: Geological Clues and Planetary Growth|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Next ▶]]''' mkrpd72cm12z7rf6ifkkk83fcu0mjnq 0 322150 2719456 2025-06-23T05:21:39Z Ruud Loeffen 2998353 created chapter 7 Theory Convergence – Toward a Synthesis 2719456 wikitext text/x-wiki = '''Chapter 7: Theory Convergence – Toward a Synthesis''' = == '''Purpose''' == This chapter examines the convergence points between mainstream and alternative theories across physics, cosmology, geology, and biology. It aims to identify overlapping assumptions, complementary insights, and pathways for synthesis into unified explanatory frameworks. == '''Scope''' == Overlaps between cosmological expansion and gravitational theories Complementary predictions from competing models Shared constants or scaling relations (e.g. π², G, VRMS) Compatibility of energy influx with field-based or metric-based frameworks Coherent blending of planetary, chemical, and cosmological growth mechanisms == '''Contribution Guidelines''' == Researchers and contributors may propose points of convergence, synthesis, or reconciliation. Please use the Talk page or contact us via email at: '''aitheroymapping@gmail.com'''. ChatGPT will integrate submissions, with attributions, into the comparative synthesis. == '''Preliminary Examples of Synthesis Points''' == {| class="wikitable" ! Domain !! Conceptual Bridge !! Notes |- | Cosmology & Gravity || Influx theories compatible with relativistic metrics || Example: CIT uses (γ – 1) and π in G-formulation |- | Planetary & Cosmological Growth || Expansion at different scales reflects similar energy dynamics || Earth expansion vs. galactic spacing increase |- | Energy & Mass Generation || VRMS, Mo, and vacuum energy as continuous sources || Could unify mass gain with gravity phenomena |- | Quantum & Cosmological || Zero-point energy linked to mass-influx models || Casimir effect supports energy presence in vacuum |- | Biochemistry & Cosmic Structure || Life as pattern structured by energy flow || Shared logic with entropy gradients and flux structuring |} == '''Next Steps''' == Add more synthesis entries from prior chapters Cross-check constants and assumptions for compatibility Begin outlining draft synthesis frameworks (possible visual map) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 6: Biological and Paleontological Clues|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Next ▶]]''' 6jdt309vvb2c6ptkyk9ff3lko6sdouc 2719472 2719456 2025-06-23T10:25:29Z Ruud Loeffen 2998353 /* Chapter 7: Theory Convergence – Toward a Synthesis */ edit title according to the heading 2719472 wikitext text/x-wiki = '''Chapter 7: Cosmological Parameters and Universal Constants''' = == '''Purpose''' == This chapter examines the convergence points between mainstream and alternative theories across physics, cosmology, geology, and biology. It aims to identify overlapping assumptions, complementary insights, and pathways for synthesis into unified explanatory frameworks. == '''Scope''' == Overlaps between cosmological expansion and gravitational theories Complementary predictions from competing models Shared constants or scaling relations (e.g. π², G, VRMS) Compatibility of energy influx with field-based or metric-based frameworks Coherent blending of planetary, chemical, and cosmological growth mechanisms == '''Contribution Guidelines''' == Researchers and contributors may propose points of convergence, synthesis, or reconciliation. Please use the Talk page or contact us via email at: '''aitheroymapping@gmail.com'''. ChatGPT will integrate submissions, with attributions, into the comparative synthesis. == '''Preliminary Examples of Synthesis Points''' == {| class="wikitable" ! Domain !! Conceptual Bridge !! Notes |- | Cosmology & Gravity || Influx theories compatible with relativistic metrics || Example: CIT uses (γ – 1) and π in G-formulation |- | Planetary & Cosmological Growth || Expansion at different scales reflects similar energy dynamics || Earth expansion vs. galactic spacing increase |- | Energy & Mass Generation || VRMS, Mo, and vacuum energy as continuous sources || Could unify mass gain with gravity phenomena |- | Quantum & Cosmological || Zero-point energy linked to mass-influx models || Casimir effect supports energy presence in vacuum |- | Biochemistry & Cosmic Structure || Life as pattern structured by energy flow || Shared logic with entropy gradients and flux structuring |} == '''Next Steps''' == Add more synthesis entries from prior chapters Cross-check constants and assumptions for compatibility Begin outlining draft synthesis frameworks (possible visual map) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 6: Biological and Paleontological Clues|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Next ▶]]''' 2wfmugj12odt0d1hu6muozz9lsbfzeo 0 322151 2719457 2025-06-23T05:31:55Z Ruud Loeffen 2998353 created chapter 8 Critical Evaluation and Future Research Paths 2719457 wikitext text/x-wiki = '''Chapter 8: Critical Evaluation and Future Research Paths''' = == '''Purpose''' == This chapter establishes the criteria for evaluating cosmological theories and outlines strategies for future collaborative research. It emphasizes transparency, falsifiability, and openness to revision based on evidence. == '''Scope''' == Core evaluation criteria (e.g., predictive power, internal consistency, observational alignment) The role of AI (LLMs, simulations, pattern recognition) in processing complex models Limitations and bias in mainstream peer review systems Strategies for integrating mainstream and innovative perspectives Recommendations for new observations or experiments == '''Evaluation Criteria Framework''' == {| class="wikitable" ! Criterion !! Description !! Example |- | Predictive Power || Ability to forecast measurable outcomes || Ho from VRMS in CIT vs. ΛCDM from Planck data |- | Internal Consistency || Logical and mathematical coherence || Unified scaling in CIT or GUTs in mainstream physics |- | Observational Agreement || Conformity with empirical data || Galaxy rotation curves, protoplanetary disk structures |- | Conceptual Economy || Simplicity and parsimony of assumptions || Minimal free parameters or postulates |- | Falsifiability || Capacity to be tested and potentially refuted || Discovery or absence of preferred-distance exoplanets |} == '''Call for Participation''' == This project remains open for critical, respectful collaboration. Contributors may: Propose refinements to the evaluation framework Suggest observations or tests to validate/refute models Share underrepresented perspectives and integrate overlooked theories Submissions can be made via the Talk page or email: '''aitheroymapping@gmail.com'''. == '''Next Steps''' == Update the table based on feedback and new contributions Propose visual or interactive formats for tracking model alignment Draft Chapter 9: Documentation and Transparency (metadata, sources, contributors) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Theory Convergence – Toward a Synthesis|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Next ▶]]''' 4fou4d7415w6q5jwltpb1fpjfn3f0n3 2719458 2719457 2025-06-23T05:34:52Z Ruud Loeffen 2998353 /* Next Steps */ improved the link to "previous" 2719458 wikitext text/x-wiki = '''Chapter 8: Critical Evaluation and Future Research Paths''' = == '''Purpose''' == This chapter establishes the criteria for evaluating cosmological theories and outlines strategies for future collaborative research. It emphasizes transparency, falsifiability, and openness to revision based on evidence. == '''Scope''' == Core evaluation criteria (e.g., predictive power, internal consistency, observational alignment) The role of AI (LLMs, simulations, pattern recognition) in processing complex models Limitations and bias in mainstream peer review systems Strategies for integrating mainstream and innovative perspectives Recommendations for new observations or experiments == '''Evaluation Criteria Framework''' == {| class="wikitable" ! Criterion !! Description !! Example |- | Predictive Power || Ability to forecast measurable outcomes || Ho from VRMS in CIT vs. ΛCDM from Planck data |- | Internal Consistency || Logical and mathematical coherence || Unified scaling in CIT or GUTs in mainstream physics |- | Observational Agreement || Conformity with empirical data || Galaxy rotation curves, protoplanetary disk structures |- | Conceptual Economy || Simplicity and parsimony of assumptions || Minimal free parameters or postulates |- | Falsifiability || Capacity to be tested and potentially refuted || Discovery or absence of preferred-distance exoplanets |} == '''Call for Participation''' == This project remains open for critical, respectful collaboration. Contributors may: Propose refinements to the evaluation framework Suggest observations or tests to validate/refute models Share underrepresented perspectives and integrate overlooked theories Submissions can be made via the Talk page or email: '''aitheroymapping@gmail.com'''. == '''Next Steps''' == Update the table based on feedback and new contributions Propose visual or interactive formats for tracking model alignment Draft Chapter 9: Documentation and Transparency (metadata, sources, contributors) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Next ▶]]''' fawqdquby9s12l1inb1zfnp54cf3r9j 2719464 2719458 2025-06-23T08:38:37Z Ruud Loeffen 2998353 /* Evaluation Criteria Framework */ add AI Evaluation Policy 2719464 wikitext text/x-wiki = '''Chapter 8: Critical Evaluation and Future Research Paths''' = == '''Purpose''' == This chapter establishes the criteria for evaluating cosmological theories and outlines strategies for future collaborative research. It emphasizes transparency, falsifiability, and openness to revision based on evidence. == '''Scope''' == Core evaluation criteria (e.g., predictive power, internal consistency, observational alignment) The role of AI (LLMs, simulations, pattern recognition) in processing complex models Limitations and bias in mainstream peer review systems Strategies for integrating mainstream and innovative perspectives Recommendations for new observations or experiments == '''Evaluation Criteria Framework''' == {| class="wikitable" ! Criterion !! Description !! Example |- | Predictive Power || Ability to forecast measurable outcomes || Ho from VRMS in CIT vs. ΛCDM from Planck data |- | Internal Consistency || Logical and mathematical coherence || Unified scaling in CIT or GUTs in mainstream physics |- | Observational Agreement || Conformity with empirical data || Galaxy rotation curves, protoplanetary disk structures |- | Conceptual Economy || Simplicity and parsimony of assumptions || Minimal free parameters or postulates |- | Falsifiability || Capacity to be tested and potentially refuted || Discovery or absence of preferred-distance exoplanets |} == '''AI Evaluation Policy''' == {| style="border: 2px solid darkgreen; background-color: #e8f5e9; padding: 1em; width: 100%" |- | '''AI Evaluation Policy''' All insight ratings in this project are ultimately determined by AI (LLM) analysis. Contributors are invited to submit relevant documents, datasets, or arguments to influence the AI’s evaluation, but final ratings are not subject to human override. This ensures that all theories — whether mainstream or non-mainstream — are judged by consistent and scalable criteria. The AI will transparently explain each score, and contributors may request re-evaluation based on new material. |} == '''Call for Participation''' == This project remains open for critical, respectful collaboration. Contributors may: Propose refinements to the evaluation framework Suggest observations or tests to validate/refute models Share underrepresented perspectives and integrate overlooked theories Submissions can be made via the Talk page or email: '''aitheroymapping@gmail.com'''. == '''Call for Participation''' == This project remains open for critical, respectful collaboration. Contributors may: Propose refinements to the evaluation framework Suggest observations or tests to validate/refute models Share underrepresented perspectives and integrate overlooked theories Submissions can be made via the Talk page or email: '''aitheroymapping@gmail.com'''. == '''Next Steps''' == Update the table based on feedback and new contributions Propose visual or interactive formats for tracking model alignment Draft Chapter 9: Documentation and Transparency (metadata, sources, contributors) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Next ▶]]''' 0wl6s9tbkgsnpg09pkduowcur825874 2719465 2719464 2025-06-23T08:39:52Z Ruud Loeffen 2998353 /* Call for Participation */ deleted double text 2719465 wikitext text/x-wiki = '''Chapter 8: Critical Evaluation and Future Research Paths''' = == '''Purpose''' == This chapter establishes the criteria for evaluating cosmological theories and outlines strategies for future collaborative research. It emphasizes transparency, falsifiability, and openness to revision based on evidence. == '''Scope''' == Core evaluation criteria (e.g., predictive power, internal consistency, observational alignment) The role of AI (LLMs, simulations, pattern recognition) in processing complex models Limitations and bias in mainstream peer review systems Strategies for integrating mainstream and innovative perspectives Recommendations for new observations or experiments == '''Evaluation Criteria Framework''' == {| class="wikitable" ! Criterion !! Description !! Example |- | Predictive Power || Ability to forecast measurable outcomes || Ho from VRMS in CIT vs. ΛCDM from Planck data |- | Internal Consistency || Logical and mathematical coherence || Unified scaling in CIT or GUTs in mainstream physics |- | Observational Agreement || Conformity with empirical data || Galaxy rotation curves, protoplanetary disk structures |- | Conceptual Economy || Simplicity and parsimony of assumptions || Minimal free parameters or postulates |- | Falsifiability || Capacity to be tested and potentially refuted || Discovery or absence of preferred-distance exoplanets |} == '''AI Evaluation Policy''' == {| style="border: 2px solid darkgreen; background-color: #e8f5e9; padding: 1em; width: 100%" |- | '''AI Evaluation Policy''' All insight ratings in this project are ultimately determined by AI (LLM) analysis. Contributors are invited to submit relevant documents, datasets, or arguments to influence the AI’s evaluation, but final ratings are not subject to human override. This ensures that all theories — whether mainstream or non-mainstream — are judged by consistent and scalable criteria. The AI will transparently explain each score, and contributors may request re-evaluation based on new material. |} == '''Call for Participation''' == This project remains open for critical, respectful collaboration. Contributors may: Propose refinements to the evaluation framework Suggest observations or tests to validate/refute models Share underrepresented perspectives and integrate overlooked theories Submissions can be made via the Talk page or email: '''aitheroymapping@gmail.com'''. == '''Next Steps''' == Update the table based on feedback and new contributions Propose visual or interactive formats for tracking model alignment Draft Chapter 9: Documentation and Transparency (metadata, sources, contributors) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Next ▶]]''' siktx0iev4weiw1itlvxn8xw7f01no6 2719466 2719465 2025-06-23T08:44:53Z Ruud Loeffen 2998353 /* AI Evaluation Policy */ extended the green info box about AI Evaluation Policy 2719466 wikitext text/x-wiki = '''Chapter 8: Critical Evaluation and Future Research Paths''' = == '''Purpose''' == This chapter establishes the criteria for evaluating cosmological theories and outlines strategies for future collaborative research. It emphasizes transparency, falsifiability, and openness to revision based on evidence. == '''Scope''' == Core evaluation criteria (e.g., predictive power, internal consistency, observational alignment) The role of AI (LLMs, simulations, pattern recognition) in processing complex models Limitations and bias in mainstream peer review systems Strategies for integrating mainstream and innovative perspectives Recommendations for new observations or experiments == '''Evaluation Criteria Framework''' == {| class="wikitable" ! Criterion !! Description !! Example |- | Predictive Power || Ability to forecast measurable outcomes || Ho from VRMS in CIT vs. ΛCDM from Planck data |- | Internal Consistency || Logical and mathematical coherence || Unified scaling in CIT or GUTs in mainstream physics |- | Observational Agreement || Conformity with empirical data || Galaxy rotation curves, protoplanetary disk structures |- | Conceptual Economy || Simplicity and parsimony of assumptions || Minimal free parameters or postulates |- | Falsifiability || Capacity to be tested and potentially refuted || Discovery or absence of preferred-distance exoplanets |} == '''AI Evaluation Policy''' == {| style="border: 2px solid darkgreen; background-color: #e8f5e9; padding: 1em; width: 100%" |- | '''AI Evaluation Policy''' All insight ratings in this project are ultimately determined by AI (LLM) analysis. Contributors are invited to submit relevant documents, datasets, or arguments to influence the AI’s evaluation, but final ratings are not subject to human override. This ensures that all theories — whether mainstream or non-mainstream — are judged by consistent and scalable criteria. The AI will transparently explain each score, and contributors may request re-evaluation based on new material. For consistency with the Main Page policy: All contributions will be analyzed and integrated by ChatGPT, which functions as a neutral and consistent evaluator based on the project’s criteria. Submissions may be restructured, expanded, or summarized, but no human administrator will alter the conceptual content without marking such edits. If you do not wish your contribution to be reviewed and processed by ChatGPT, please do not participate in this project. |} == '''Call for Participation''' == This project remains open for critical, respectful collaboration. Contributors may: Propose refinements to the evaluation framework Suggest observations or tests to validate/refute models Share underrepresented perspectives and integrate overlooked theories Submissions can be made via the Talk page or email: '''aitheroymapping@gmail.com'''. == '''Next Steps''' == Update the table based on feedback and new contributions Propose visual or interactive formats for tracking model alignment Draft Chapter 9: Documentation and Transparency (metadata, sources, contributors) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 7: Cosmological Parameters and Universal Constants|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Next ▶]]''' 37amu7awmbsv5m9tsbliws5pol6go8r 2719474 2719466 2025-06-23T10:45:44Z Ruud Loeffen 2998353 /* Chapter 8: Critical Evaluation and Future Research Paths */ rewritten chapter 8 including a star system for the evaluation 2719474 wikitext text/x-wiki == '''Chapter 8: Methods, Tools, and AI-Assisted Evaluation''' = == '''Purpose''' == This chapter describes the methodological foundations of the project, including the role of AI in evaluating theories, how contributors interact with the system, and how assessments are recorded, displayed, and updated. == '''Toolchain and Workflow''' == AI tools like ChatGPT are used to analyze, compare, and refine theories Tables and frameworks are generated collaboratively using open formats Contributors submit input via email or editing suggestions Ratings and evaluations are dynamically updated based on ongoing analysis == '''AI-Based Rating System: Motivation and Procedure''' == To support comparative evaluation without personal or institutional bias, this project uses an AI-based rating system. ChatGPT acts as a neutral evaluator, analyzing each theory across clearly defined criteria such as: Observational Agreement Internal Logical Consistency Predictive Value Compatibility with Other Domains (e.g., geology, biology) Conceptual Coherence and Simplicity Each dimension is rated using a 1–5 star system, based on the information provided and the supporting sources that AI can access. This system is designed to be: Transparent – Each rating is justified through AI’s large-scale reference analysis. Dynamic – Contributors may submit additional materials to request re-evaluation. Consistent – All evaluations are performed by the same AI logic, eliminating personal bias. Contributors may ask ChatGPT to re-read specific articles, datasets, or theoretical arguments. If new insights are found, ratings will be updated and transparently noted. This approach represents a shift toward evidence-driven, large-scale comparative review, using AI not as a gatekeeper but as a tool to synthesize and validate. == '''Open Participation''' == This chapter is also where future documentation of the workflow and collaborative mechanisms will be expanded. Users who submit theories are encouraged to: Describe their framework in terms of assumptions, predictions, and compatibility Suggest how their model could be tested or falsified Provide references or original materials for AI evaluation All analysis is open, and contributors may propose improvements at any time. == '''Example: AI Evaluation Table Format''' == {| class="wikitable" ! Theory Name !! Observational Agreement !! Internal Consistency !! Predictive Value !! Cross-Disciplinary Fit !! Conceptual Coherence !! Notes |- | General Relativity || ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || Widely confirmed through gravitational lensing, time dilation, and GPS. |- | MOND || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || Strong galaxy rotation results, but limited compatibility with cosmology. |- | Cosmic Influx Theory (CIT) || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || Expanding mass-energy idea; needs more empirical validation. |- | Le Sage Gravity || ★★☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★☆☆☆ || Historically rich model, but lacks direct testability in current form. |- | Emergent Gravity (Verlinde) || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || Innovative, promising but under further development. |} '''◀ [[AI-Assisted_Evaluation_of_Cosmological_Theories/Chapter_7:_Cosmological_Parameters_and_Universal_Constants|Previous]] | [[AI-Assisted_Evaluation_of_Cosmological_Theories|Main Page]] | [[AI-Assisted_Evaluation_of_Cosmological_Theories/Chapter_9:_Documentation_and_Transparency|Next ▶]]''' k1lqouc9wtf9s9tklgl81ngvyku8a9f 0 322152 2719459 2025-06-23T05:39:09Z Ruud Loeffen 2998353 created chapter 9 Documentation and Transparency 2719459 wikitext text/x-wiki = '''Chapter 9: Documentation and Transparency''' = == '''Purpose''' == This chapter provides an open record of the sources, contributor roles, and editorial decisions throughout the project. It ensures that every step in the AI-assisted evaluation is traceable and reproducible. == '''Scope''' == Source tracking: books, peer-reviewed articles, websites, and datasets Contributor list with areas of input and affiliation (if provided) AI usage logs and description of prompts or evaluations Editorial choices and rationale Timeline of chapter development and updates == '''Transparency Measures''' == All text contributions will remain visible in the edit history. ChatGPT contributions will be clearly marked or described in footnotes when relevant. External sources will be cited using visible URLs or standard references. Editorial changes will be documented on the Talk pages or within change summaries. == '''How to Contribute or Review''' == If you'd like to: Suggest additions or corrections to the documentation Add a reference to your published work used in the project Request attribution or anonymity Please email: '''aitheroymapping@gmail.com''' or post on the relevant Talk page. == '''Next Steps''' == Periodically update contributor and source list Archive earlier versions for open access Finalize template for AI prompt tracking (if adopted in future) '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 10: Conclusions and Forward Vision|Next ▶]]''' 08s6spy7mdpe39lokb3qb43t8tzi9vm 2719460 2719459 2025-06-23T05:53:07Z Ruud Loeffen 2998353 /* Next Steps */ changed navigation to chapter 10 2719460 wikitext text/x-wiki = '''Chapter 9: Documentation and Transparency''' = == '''Purpose''' == This chapter provides an open record of the sources, contributor roles, and editorial decisions throughout the project. It ensures that every step in the AI-assisted evaluation is traceable and reproducible. == '''Scope''' == Source tracking: books, peer-reviewed articles, websites, and datasets Contributor list with areas of input and affiliation (if provided) AI usage logs and description of prompts or evaluations Editorial choices and rationale Timeline of chapter development and updates == '''Transparency Measures''' == All text contributions will remain visible in the edit history. ChatGPT contributions will be clearly marked or described in footnotes when relevant. External sources will be cited using visible URLs or standard references. Editorial changes will be documented on the Talk pages or within change summaries. == '''How to Contribute or Review''' == If you'd like to: Suggest additions or corrections to the documentation Add a reference to your published work used in the project Request attribution or anonymity Please email: '''aitheroymapping@gmail.com''' or post on the relevant Talk page. == '''Next Steps''' == Periodically update contributor and source list Archive earlier versions for open access Finalize template for AI prompt tracking (if adopted in future) ---- '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 8: Critical Evaluation and Future Research Paths|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]] | [[AI-Assisted Evaluation of Cosmological Theories/Chapter 10: References and Acknowledgements|Next ▶]]''' r673vu26pnec4aze0fvxxeeuzihel38 0 322153 2719461 2025-06-23T05:54:39Z Ruud Loeffen 2998353 created chapter 10 References and Acknowledgements 2719461 wikitext text/x-wiki = '''Chapter 10: References and Acknowledgements''' = == '''Purpose''' == This final chapter gathers all references cited throughout the project and offers acknowledgements to contributors, collaborators, and tools that played a role in the development of this AI-assisted evaluation. == '''References''' == This section will grow as the chapters expand and citations accumulate. It may include: Peer-reviewed journal articles Scientific books and monographs Publicly available datasets and repositories Online articles or white papers Wikipedia and Wikiversity pages (used for overview only, with caution) Each reference should be listed in a consistent format and linked where possible. === Example Format === Author(s). ''Title.'' Journal/Book, Year. DOI or URL. NASA Exoplanet Archive. https://exoplanetarchive.ipac.caltech.edu/ Wikiversity: [[Cosmic Influx Theory]] == '''Acknowledgements''' == We gratefully acknowledge: Researchers whose published or unpublished work contributed to the theoretical comparisons. Contributors to this Wikiversity project who helped improve content or provided critical feedback. The developers and trainers of '''ChatGPT''' and other LLM tools, whose assistance made it possible to structure, synthesize, and compare theories at this scale. Alternative theory communities and independent researchers who continue to explore fundamental questions with creativity and persistence. == '''Attribution Note''' == If your work has been cited and you would like to request a specific form of attribution (or removal), please contact: '''aitheroymapping@gmail.com'''. == '''Navigation''' == '''◀ [[AI-Assisted Evaluation of Cosmological Theories/Chapter 9: Documentation and Transparency|Previous]] | [[AI-Assisted Evaluation of Cosmological Theories|Main Page]]''' 4gv8gwzhzl541tf0shhetrayowryjuo 0 322154 2719463 2025-06-23T06:45:09Z Sahate 3003607 Create full guide to using ChatGPT in French. 2719463 wikitext text/x-wiki = Using ChatGPT in French – Complete Guide = Discover how to use ChatGPT in French for free and without registration. This comprehensive guide walks you through every step of using advanced AI for writing, translation, learning, and productivity. == Why use ChatGPT in French? == ChatGPT’s French version allows users to interact fluently in their native language, improving accessibility and efficiency across multiple domains. == What this guide covers == * Introduction to ChatGPT and AI language models * Practical use cases in writing, study, and translation * Comparison of platforms offering ChatGPT in French * Example prompts to get started == Who is this guide for? == This guide is ideal for: * French speakers who want to leverage AI tools * Students, educators, and professionals * Anyone exploring AI productivity tools in French == Reminder == Please note: external links will be added 4 days after page creation, following Wikiversity policy. == Related topics == [[Artificial intelligence]] [[Machine learning]] [[Natural language processing]] ''This page is part of an open educational resource. Contributions are welcome.'' gskarxwmnd1kp1vf1t7rpd048uhxs0f