Wikiversity:Sandbox

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    <title>Life Cycle Analysis</title>
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==Content Summary==

Life Cycle Analysis (LCA) is an approach to assessing environmental impacts that looks at the whole life cycle of a product, process or service rather than just a small part, such as the use or the manufacture. Over the last 30 years, life cycle thinking has become accepted as an accurate method for assessing total life impact and enabling engineers, scientists and consumers to make like comparisons of products, processes and services.

This learning module aims to introduce the concept of LCA, show the existing methodologies, and especially the ISO 1404x series and through a case study show how LCA can be applied to an environmental assessment.

'''Life-cycle assessment''' ('''LCA''', also known as '''life-cycle analysis''', '''ecobalance''', and '''cradle-to-grave analysis''')&lt;ref&gt;[http://www.gdrc.org/uem/lca/lca-define.html &quot;Defining Life Cycle Assessment (LCA).&quot;] US Environmental Protection Agency. 17 October 2010. Web.&lt;/ref&gt; is a technique to assess environmental impacts associated with all the stages of a product's life from raw material extraction through materials processing, manufacture, distribution, use, repair and [[w:en:Maintenance (technical)|maintenance]], and disposal or recycling. Designers use this process to help critique their products. LCAs can help avoid a narrow outlook on environmental concerns by:
* Compiling an inventory of relevant energy and material inputs and environmental releases;
* Evaluating the potential impacts associated with identified inputs and releases;
* Interpreting the results to help make a more informed decision.&lt;ref&gt;[http://www.epa.gov/nrmrl/std/lca/lca.html &quot;Life Cycle Assessment (LCA).&quot;] US Environmental Protection Agency. 6 August 2010. Web.&lt;/ref&gt;

== Learning Tasks ==
* '''([[Sustainable Development Goals]])''' Explain why a Life Cycle Analysis is important for assessing the sustainbility of considered products and services.
* '''(Decision Support)''' Explain why a Life Cycle Analysis is important for a decision support system.

==Goals and purpose==

The goal of LCA is to compare the full range of environmental effects assignable to products and services by quantifying all inputs and outputs of material flows and assessing how these material flows affect the environment.&lt;ref&gt;{{cite web|title=Life Cycle Assessment (LCA) Overview|url=https://sftool.gov/plan/400/life-cycle-assessment-lca-overview|website=sftool.gov|accessdate=1 July 2014}}&lt;/ref&gt; This information is used to improve processes, support policy and provide a sound basis for informed decisions.&lt;ref name=&quot;ecometrica.com&quot;&gt;[http://ecometrica.com/services/#lca &quot;GHG Product Life Cycle Assessments&quot;]. ''Ecometrica''. Retrieved on: 25 April 2013.&lt;/ref&gt;

The term ''life cycle'' refers to the notion that a fair, [[w:en:holistic|holistic]] assessment requires the assessment of raw-material production, manufacture, [[w:en:Sustainable distribution|distribution]], use and [[w:en:Waste management|disposal]] including all intervening transportation steps necessary or caused by the product's existence.{{Citation needed|date=August 2018}}

There are two main types of LCA. Attributional LCAs seek to establish (or attribute) the burdens associated with the production and use of a product, or with a specific service or process, at a point in time (typically the recent past). Consequential LCAs seek to identify the environmental consequences of a decision or a proposed change in a system under study (oriented to the future), which means that market and economic implications of a decision may have to be taken into account. Social LCA is under development&lt;ref&gt;[http://www.unep.fr/shared/publications/pdf/DTIx1164xPA-guidelines_sLCA.pdf Guidelines for Social Life Cycle Assessment of Products] {{webarchive|url=https://web.archive.org/web/20120118063849/http://www.unep.fr/shared/publications/pdf/DTIx1164xPA-guidelines_sLCA.pdf |date=18 January 2012 }}, United Nations Environment Programme, 2009&lt;/ref&gt; as a different approach to [[w:en:Life Cycle Thinking|life cycle thinking]] intended to assess social implications or potential impacts. Social LCA should be considered as an approach that is complementary to environmental LCA.{{Citation needed|date=August 2018}}

The procedures of life cycle assessment (LCA) are part of the [[w:en:ISO 14000|ISO 14000]] environmental management standards: in ISO 14040:2006 and 14044:2006. (ISO 14044 replaced earlier versions of ISO 14041 to ISO 14043.) [[w:en:Greenhouse gas|GHG]] product life cycle assessments can also comply with specifications such as [[w:en:Publicly Available Specification|PAS]] 2050 and the [[w:en:Carbon emissions reporting#Greenhouse Gas Protocol. 28GHGP.29|GHG Protocol Life Cycle Accounting and Reporting Standard]].&lt;ref name=&quot;ecometrica.com&quot;/&gt;&lt;ref&gt;[http://shop.bsigroup.com/en/forms/PASs/PAS-2050 &quot;PAS 2050:2011 Specification for the assessment of the life cycle greenhouse gas emissions of goods and services&quot;]. ''BSI''. Retrieved on: 25 April 2013.&lt;/ref&gt;&lt;ref&gt;[http://www.ghgprotocol.org/standards/product-standard &quot;Product Life Cycle Accounting and Reporting Standard&quot;] {{webarchive|url=https://web.archive.org/web/20130509224311/http://www.ghgprotocol.org/standards/product-standard |date=9 May 2013 }}. ''GHG Protocol''. Retrieved on: 25 April 2013.&lt;/ref&gt;

==Four main phases==
[[File:PhasesOfLifeCycleAnalysis.png|250px|right|thumb|Illustration of LCA phases]]

According to the ISO 14040&lt;ref&gt;ISO 14040 (2006): Environmental management – Life cycle assessment – Principles and framework, International Organisation for Standardisation (ISO), Geneve&lt;/ref&gt; and 14044&lt;ref&gt;ISO 14044 (2006): Environmental management – Life cycle assessment – Requirements and guidelines, International Organisation for Standardisation (ISO), Geneve&lt;/ref&gt; standards, a Life Cycle Assessment is carried out in four distinct phases as illustrated in the figure shown to the right. The phases are often interdependent in that the results of one phase will inform how other phases are completed.{{Citation needed|date=August 2018}}

===Goal and scope===

An LCA starts with an explicit statement of the goal and scope of the study, which sets out the context of the study and explains how and to whom the results are to be communicated. This is a key step and the ISO standards require that the goal and scope of an LCA be clearly defined and consistent with the intended application. The goal and scope document, therefore, includes technical details that guide subsequent work:
* '''the functional unit''', which defines what precisely is being studied and quantifies the service delivered by the product system, providing a reference to which the inputs and outputs can be related. Further, the functional unit is an important basis that enables alternative goods, or services, to be compared and analyzed.&lt;ref&gt;Rebitzer, G. et al. (2004). Life cycle assessment
Part 1: Framework, goal and scope definition, inventory analysis, and applications. Environment International. 30(2004), 701-720.&lt;/ref&gt; So to explain this a functional system which is inputs, processes and outputs contains a functional unit, that fulfills a function, for example paint is covering a wall, making a functional unit of 1m² covered for 10 years. The functional flow would be the items necessary for that function, so this would be a brush, tin of paint and the paint itself. 
* '''the system boundaries'''; which are delimitations of which processes that should be included in the analysis of a product system.&lt;ref&gt;Finnveden, G., Hauschild, M.Z., Ekvall, T., Guinée, J., Heijungs, R., Hellweq, S., Koehler, A., Pennington, D. &amp; Suh, S. (2009). Recent developments in Life Cycle Assessment.
Journal of Environmental Management 91(1), 1-21. 
&lt;/ref&gt; 
* '''any assumptions and limitations''';{{Citation needed|date=August 2018}}
* '''the allocation methods''' used to partition an environmental load of a process when several products or functions share the same process; allocation is commonly dealt with in one of three ways: system expansion, substitution, and partition. Doing this is not easy and different methods may give different results{{Citation needed|date=August 2018}}

and
* '''the impact categories''' chosen for example human [[w:en:toxicity|toxicity]], [[w:en:smog|smog]], [[w:en:global warming|global warming]], [[w:en:eutrophication|eutrophication]].

===Life cycle inventory===
[[File:LCI Diagram.png|thumb|This is an example of a Life-cycle inventory (LCI) diagram]]

Life Cycle Inventory (LCI) analysis involves creating an inventory of flows from and to nature for a product system. Inventory flows include inputs of water, energy, and raw materials, and releases to air, land, and water. To develop the inventory, a flow model of the technical system is constructed using data on inputs and outputs. The flow model is typically illustrated with a flow chart that includes the activities that are going to be assessed in the relevant supply chain and gives a clear picture of the technical system boundaries. The input and output data needed for the construction of the model are collected for all activities within the system boundary, including from the supply chain (referred to as inputs from the technosphere).{{Citation needed|date=August 2018}}

The data must be related to the functional unit defined in the goal and scope definition. Data can be presented in tables and some interpretations can be made already at this stage. The results of the inventory is an LCI which provides information about all inputs and outputs in the form of elementary flow to and from the environment from all the unit processes involved in the study.{{Citation needed|date=August 2018}}

Inventory flows can number in the hundreds depending on the system boundary. For product LCAs at either the generic (i.e., representative industry averages) or brand-specific level, that data is typically collected through survey questionnaires. At an industry level, care has to be taken to ensure that questionnaires are completed by a representative sample of producers, leaning toward neither the best nor the worst, and fully representing any regional differences due to energy use, material sourcing or other factors. The questionnaires cover the full range of inputs and outputs, typically aiming to account for 99% of the mass of a product, 99% of the energy used in its production and any environmentally sensitive flows, even if they fall within the 1% level of inputs.{{Citation needed|date=August 2018}}

One area where data access is likely to be difficult is flows from the technosphere. The technosphere is more simply defined as the human-made world. Considered by geologists as secondary resources, these resources are in theory 100% recyclable; however, in a practical sense, the primary goal is salvage.&lt;ref&gt;Steinbach, V. and Wellmer, F. (May 2010). &quot;Review: Consumption and Use of Non-Renewable Mineral and Energy Raw Materials from an Economic Geology Point of View.&quot; Sustainability. 2(5), pgs. 1408-1430. Retrieved from &lt;http://www.mdpi.com/2071-1050/2/5/1408&gt;&lt;/ref&gt; For an LCI, these technosphere products (supply chain products) are those that have been produced by human and unfortunately those completing a questionnaire about a process which uses a human-made product as a means to an end will be unable to specify how much of a given input they use. Typically, they will not have access to data concerning inputs and outputs for previous production processes of the product. The entity undertaking the LCA must then turn to secondary sources if it does not already have that data from its own previous studies. National databases or data sets that come with LCA-practitioner tools, or that can be readily accessed, are the usual sources for that information. Care must then be taken to ensure that the secondary data source properly reflects regional or national conditions.{{Citation needed|date=August 2018}}

===LCI Methods===
* Process LCA
* Economic Input Output LCA
* Hybrid Approach

===Life cycle impact assessment===

Inventory analysis is followed by impact assessment. This phase of LCA is aimed at evaluating the significance of potential environmental impacts based on the LCI flow results. Classical life cycle impact assessment (LCIA) consists of the following mandatory elements:{{Citation needed|date=August 2018}}

* selection of impact categories, category indicators, and characterization models;
* the classification stage, where the inventory parameters are sorted and assigned to specific impact categories; and
* impact measurement, where the categorized LCI flows are characterized, using one of many possible LCIA methodologies, into common equivalence units that are then summed to provide an overall impact category total.{{Citation needed|date=August 2018}}

In many LCAs, characterization concludes the LCIA analysis; this is also the last compulsory stage according to ISO 14044:2006. However, in addition to the above mandatory LCIA steps, other optional LCIA elements – [[w:en:Normalization (statistics)|normalization]], grouping, and weighting – may be conducted depending on the goal and scope of the LCA study. In normalization, the results of the impact categories from the study are usually compared with the total impacts in the region of interest, the U.S. for example. [[w:en:Grouped data|Grouping]] consists of sorting and possibly [[w:en:ranking|ranking]] the impact categories. During [[w:en:weighting|weighting]], the different environmental impacts are weighted relative to each other so that they can then be summed to get a single number for the total environmental impact. ISO 14044:2006 generally advises against weighting, stating that “weighting, shall not be used in LCA studies intended to be used in comparative assertions intended to be disclosed to the public”. This advice is often ignored, resulting in comparisons that can reflect a high degree of subjectivity as a result of weighting.{{Citation needed|date=April 2011}}

Life cycle impacts can also be categorized under the several phases of the development, production, use, and disposal of a product. Broadly speaking, these impacts can be divided into &quot;First Impacts,&quot;&lt;ref&gt;Rich, Brian D. Future-Proof Building Materials: A Life Cycle Analysis. Intersections and Adjacencies. Proceedings of the 2015 Building Educators’ Society Conference, University of Utah, Salt Lake City, UT. Gines, Jacob, Carraher, Erin, and Galarze, Jose, editors. Pp. 123-130.&lt;/ref&gt; use impacts, and end of life impacts. &quot;First Impacts&quot; include extraction of raw materials, manufacturing (conversion of raw materials into a product), transportation of the product to a market or site, construction/installation, and the beginning of the use or occupancy. Use impacts include physical impacts of operating the product or facility (such as energy, water, etc.), maintenance, renovation and repairs (required to continue to use the product or facility). End of life impacts include demolition and processing of waste or recyclable materials.{{Citation needed|date=August 2018}}

===Interpretation===

Life Cycle Interpretation is a systematic technique to identify, quantify, check, and evaluate information from the results of the life cycle inventory and/or the life cycle impact assessment. The results from the inventory analysis and impact assessment are summarized during the interpretation phase. The outcome of the interpretation phase is a set of conclusions and recommendations for the study. According to ISO 14040:2006, the interpretation should include:{{Citation needed|date=August 2018}}

* identification of significant issues based on the results of the LCI and LCIA phases of an LCA;
* evaluation of the study considering completeness, sensitivity and consistency checks; and
* conclusions, limitations and recommendations.

A key purpose of performing life cycle interpretation is to determine the level of confidence in the final results and communicate them in a fair, complete, and accurate manner. Interpreting the results of an LCA is not as simple as &quot;3 is better than 2, therefore Alternative A is the best choice&quot;! Interpreting the results of an LCA starts with understanding the accuracy of the results, and ensuring they meet the goal of the study. This is accomplished by identifying the data elements that contribute significantly to each impact category, [[w:en:Sensitivity analysis|evaluating the sensitivity]] of these significant data elements, assessing the completeness and consistency of the study, and drawing conclusions and recommendations based on a clear understanding of how the LCA was conducted and the results were developed.{{Citation needed|date=August 2018}}

====Reference test====

More specifically, the best alternative is the one that the LCA shows to have the least cradle-to-grave environmental negative impact on land, sea, and air resources.&lt;ref&gt;{{cite web|last=Curran |first=Mary Ann |title=Life Cycle Analysis: Principles and Practice |url=http://www.epa.gov/nrmrl/lcaccess/pdfs/chapter1_frontmatter_lca101.pdf |publisher=Scientific Applications International Corporation |accessdate=24 October 2011 |archiveurl=https://web.archive.org/web/20111018024516/http://www.epa.gov/nrmrl/lcaccess/pdfs/chapter1_frontmatter_lca101.pdf |archivedate=18 October 2011 |df= }}&lt;/ref&gt;

==LCA uses==

Based on a survey of LCA practitioners carried out in 2006&lt;ref&gt;{{Cite journal | last = Cooper | first = J.S. | last2 = Fava | first2 = J. | year = 2006 | title = Life Cycle Assessment Practitioner Survey: Summary of Results
 | journal = Journal of Industrial Ecology | volume = 10 | issue = 4 | pages = 12–14 | doi = 10.1162/jiec.2006.10.4.12 }}&lt;/ref&gt; 
LCA is mostly used to support business strategy (18%) and R&amp;D (18%), as input to product or process design (15%), in education (13%) and for labeling or product declarations (11%). LCA will be continuously integrated into the built environment as tools such as the European ENSLIC Building project guidelines for buildings or developed and implemented, which provide practitioners guidance on methods to implement LCI data into the planning and design process.&lt;ref&gt;{{cite journal|last=Malmqvist|first=T|last2=Glaumann|first2=M| last3= Scarpellini|first3=S|last4=Zabalza|first4=I|last5=Aranda|first5=A|title=Life cycle assessment in buildings: The ENSLIC simplified method and guidelines|journal=Energy|date=April 2011|volume=36|issue=4|pages=1900–1907|doi=10.1016/j.energy.2010.03.026}}&lt;/ref&gt;

Major corporations all over the world are either undertaking LCA in house or commissioning studies, while governments support the development of national databases to support LCA. Of particular note is the growing use of LCA for ISO Type III labels called Environmental Product Declarations, defined as &quot;quantified environmental data for a product with pre-set categories of parameters based on the ISO 14040 series of standards, but not excluding additional environmental information&quot;.&lt;ref name=Singh&amp;baksshi/&gt;&lt;ref&gt;[http://www.thegreenstandard.org/EPD_System.html EPD_System] – '''www.thegreenstandard.org'''&lt;/ref&gt; These third-party certified LCA-based labels provide an increasingly important basis for assessing the relative environmental merits of competing products. Third-party certification plays a major role in today's industry. Independent certification can show a company's dedication to safer and environmental friendlier products to customers and NGOs.{{Citation needed|date=August 2018}}

LCA also has major roles in [[w:en:environmental impact assessment|environmental impact assessment]], integrated [[w:en:waste management|waste management]] and pollution studies. A recent study evaluated the LCA of a laboratory scale plant for oxygen enriched air production coupled with its economic evaluation in an holistic eco-design standpoint.&lt;ref&gt;{{cite journal|last=Galli|first=F|last2=Pirola|first2=C| last3= Previtali|first3=D|last4=Manenti|first4=F|last5=Bianchi|first5=C|title=Eco design LCA of an innovative lab scale plant for the production of oxygen-enriched air. Comparison between economic and environmental assessment|journal=Journal of Cleaner Production|date=April 2017|volume=171|pages=147–152|doi=10.1016/j.jclepro.2017.09.268}}&lt;/ref&gt; LCA has also been used to assess the environmental impacts of pavement maintenance, repair, and rehabilitation activities.&lt;ref&gt;Salem, O., &amp; Ghorai, S. (2015). Environmental Life-Cycle Assessment of Pavement
Maintenance, Repair and Rehabilitation Activities. TRB 94th Annual Meeting.
Washington, D.C.: Transportation Research Board. https://trid.trb.org/view/1338519&lt;/ref&gt;

==Data analysis==

A life cycle analysis is only as valid as its [[w:en:data|data]]; therefore, it is crucial that data used for the completion of a life cycle analysis are accurate and current. When comparing different life cycle analyses with one another, it is crucial that equivalent data are available for both products or processes in question. If one product has a much higher availability of data, it cannot be justly compared to another product which has less detailed data.&lt;ref&gt;{{Cite web |last=Scientific Applications International Corporation |title=Life cycle assessment: principles and practice |page=88 |date=May 2006 |url=http://www.epa.gov/NRMRL/lcaccess/pdfs/600r06060.pdf 
 |archiveurl=https://web.archive.org/web/20091123001105/http://www.epa.gov/nrmrl/lcaccess/pdfs/600r06060.pdf |archivedate=23 November 2009 |df= }}&lt;/ref&gt;

There are two basic types of LCA data – unit process data and environmental input-output data (EIO), where the latter is based on national economic input-output data.&lt;ref name=greet/&gt; Unit process data are derived from direct surveys of companies or plants producing the product of interest, carried out at a unit process level defined by the system boundaries for the study.{{Citation needed|date=August 2018}}

Data validity is an ongoing concern for life cycle analyses. Due to [[w:en:globalization|globalization]] and the rapid pace of [[w:en:research and development|research and development]], new materials and manufacturing methods are continually being introduced to the market. This makes it both very important and very difficult to use up-to-date information when performing an LCA. If an LCA’s conclusions are to be valid, the data must be recent; however, the data-gathering process takes time. If a product and its related processes have not undergone significant revisions since the last LCA data was collected, data validity is not a problem. However, [[w:en:consumer electronics|consumer electronics]] such as [[w:en:cell phones|cell phones]] can be redesigned as often as every 9 to 12 months,&lt;ref&gt;{{cite web|url=http://www.msnbc.msn.com/id/29258026/ns/technology_and_science-tech_and_gadgets/t/planned-obsolescence-cell-phone-models/|title=Planned obsolescence: cell phone models | author= Suzanne Choney|date=24 February 2009|publisher=MSNBC|accessdate=5 May 2013}}&lt;/ref&gt; creating a need for ongoing data collection.{{Citation needed|date=August 2018}}

The life cycle considered usually consists of a number of stages including: materials extraction, processing and manufacturing, product use, and product disposal. If the most environmentally harmful of these stages can be determined, then impact on the environment can be efficiently reduced by focusing on making changes for that particular phase. For example, the most energy-intensive life phase of an airplane or car is during use due to fuel consumption. One of the most effective ways to increase fuel efficiency is to decrease vehicle weight, and thus, car and airplane manufacturers can decrease environmental impact in a significant way by replacing heavier materials with lighter ones such as aluminium or carbon fiber-reinforced elements. The reduction during the use phase should be more than enough to balance additional raw material or [[w:en:manufacturing cost|manufacturing cost]].{{Citation needed|date=August 2018}}

Data sources are typically large databases. It is not appropriate to compare two options if different data sources have been used to source the data. Common data sources include:
{{col list|1=
* soca
* EuGeos' 15804-IA
* NEEDS
* ecoinvent
* PSILCA
* ESU World Food
* GaBi
* ELCD
* LC-Inventories.ch
* Social Hotspots
* ProBas
* bioenergiedat
* Agribalyse
* USDA
* Ökobaudat
* Agri-footprint
* Comprehensive Environmental Data Archive (CEDA)&lt;ref&gt;{{Cite web|url=http://www.vitalmetricsgroup.com/data-ceda/|title=Data License: CEDA 5|website=VitalMetrics|language=en-US|access-date=2018-09-20}}&lt;/ref&gt;}}

Calculations for impact can then be done by hand, but it is more usual to streamline the process by using software. This can range from a simple spreadsheet, where the user enters the data manually to a fully automated program, where the user is not aware of the source data.{{Citation needed|date=August 2018}}

==Variants==

===Cradle-to-grave===

Cradle-to-grave is the full Life Cycle Assessment from resource extraction ('cradle') to use phase and disposal phase ('grave'). For example, trees produce paper, which can be recycled into low-energy production [[w:en:cellulose|cellulose]] (fiberised paper) [[w:en:Building insulation|insulation]], then used as an energy-saving device in the ceiling of a home for 40 years, saving 2,000 times the [[w:en:fossil fuel|fossil-fuel]] energy used in its production. After 40 years the [[w:en:cellulose|cellulose]] fibers are replaced and the old fibers are disposed of, possibly incinerated. All inputs and outputs are considered for all the phases of the life cycle.{{Citation needed|date=August 2018}}

===Cradle-to-gate===

Cradle-to-gate is an assessment of a ''partial'' product life cycle from resource extraction (''cradle'') to the factory gate (i.e., before it is transported to the consumer). The use phase and disposal phase of the product are omitted in this case. Cradle-to-gate assessments are sometimes the basis for [[w:en:environmental product declarations|environmental product declarations]] (EPD) termed business-to-business EPDs.&lt;ref&gt;[http://www.environdec.com/pageId.asp?id=301&amp;menu=2,2,26 EPD-The Green Yardstick]&lt;/ref&gt; One of the significant uses of the cradle-to-gate approach compiles the life cycle inventory (LCI) using cradle-to-gate. This allows the LCA to collect all of the impacts leading up to resources being purchased by the facility. They can then add the steps involved in their transport to plant and manufacture process to more easily produce their own cradle-to-gate values for their products.&lt;ref&gt;{{cite web|last=Franklin Associates, A Division of Eastern Research Group|title=Cradle-to-gate Life Cycle Inventory of Nine Plastic Resins and Four Polyurethane Precursors|url=http://www51.honeywell.com/sm/chemicals/enovate/common/documents/FP_Enovate_July_2010_Report_by_the_American_Chemistry_Council_Manual.pdf|publisher=The Plastics Division of the American Chemistry Council|accessdate=31 October 2012|archiveurl=https://web.archive.org/web/20110206012658/http://www51.honeywell.com/sm/chemicals/enovate/common/documents/FP_Enovate_July_2010_Report_by_the_American_Chemistry_Council_Manual.pdf|archivedate=6 February 2011|df=dmy-all}}&lt;/ref&gt;

===Cradle-to-cradle or closed loop production===
{{See also|w:en:Cradle to Cradle Design}}

Cradle-to-cradle is a specific kind of cradle-to-grave assessment, where the end-of-life disposal step for the product is a [[w:en:recycling|recycling]] process. It is a method used to minimize the environmental impact of products by employing sustainable production, operation, and disposal practices and aims to incorporate social responsibility into product development.&lt;ref&gt;&quot;Cradle-to-cradle definition.&quot; Ecomii. 19 October 2010. Web. &lt;http://www.ecomii.com/ecopedia/cradle-to-cradle&gt;.&lt;/ref&gt; From the recycling process originate new, identical products (e.g., asphalt pavement from discarded asphalt pavement, glass bottles from collected glass bottles), or different products (e.g., glass wool insulation from collected glass bottles).{{Citation needed|date=August 2018}}

Allocation of burden for products in open loop production systems presents considerable challenges for LCA. Various methods, such as the [[w:en:avoided burden|avoided burden]] approach have been proposed to deal with the issues involved.{{Citation needed|date=August 2018}}

===Gate-to-gate===

Gate-to-gate is a partial LCA looking at only one value-added process in the entire production chain. Gate-to-gate modules may also later be linked in their appropriate production chain to form a complete cradle-to-gate evaluation.&lt;ref&gt;Jiménez-González, C.; Kim, S.; Overcash, M. Methodology for developing gate-to-gate Life cycle inventory information. The International Journal of Life Cycle Assessment 2000, 5, 153–159.
&lt;/ref&gt;

===Well-to-wheel===

Well-to-wheel is the specific LCA used for [[w:en:transport|transport]] [[w:en:fuel|fuel]]s and vehicles. The analysis is often broken down into stages entitled &quot;well-to-station&quot;, or &quot;well-to-tank&quot;, and &quot;station-to-wheel&quot; or &quot;tank-to-wheel&quot;, or &quot;plug-to-wheel&quot;. The first stage, which incorporates the feedstock or fuel production and processing and fuel delivery or energy transmission, and is called the &quot;upstream&quot; stage, while the stage that deals with vehicle operation itself is sometimes called the &quot;downstream&quot; stage. The well-to-wheel analysis is commonly used to assess total energy consumption, or the [[w:en:energy conversion efficiency|energy conversion efficiency]] and [[w:en:Exhaust gas|emission]]s impact of [[w:en:marine vessel|marine vessel]]s, [[w:en:aircraft|aircraft]] and [[w:en:motor vehicle|motor vehicle]]s, including their [[w:en:carbon footprint|carbon footprint]], and the fuels used in each of these transport modes.&lt;ref&gt;{{cite web|url=http://www.transportation.anl.gov/pdfs/TA/339.pdf|title=Well-to-Wheels Analysis of Advanced Fuel/Vehicle Systems — A North American Study of Energy Use, Greenhouse Gas Emissions, and Criteria Pollutant Emissions|publisher=[[w:en:Argonne National Laboratory|Argonne National Laboratory]]|first1=Norman|last1= Brinkman|first2=Michael|last2=Wang|first3=Trudy |last3= Weber|first4=Thomas|last4=Darlington|date=May 2005|accessdate=28 February 2011}} ''See EXECUTIVE SUMMARY – ES.1 Background, pp1''.&lt;/ref&gt;&lt;ref name=VDI&gt;{{cite journal|title=Vehicle Electrification - Quo Vadis|url= https://www.researchgate.net/publication/233987248 | last1=Brinkman| first1=Norman| first2=Ulrich| last2=Eberle|first3=Volker|last3=Formanski|first4=Uwe-Dieter|last4=Grebe|first5=Roland|last5=Matthe|publisher=[[w:en:Verein Deutscher Ingenieure|VDI]] |date=15 April 2012| accessdate=27 April 2013|doi= 10.13140/2.1.2638.8163 }}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=http://www.energy.ca.gov/2007publications/CEC-600-2007-004/CEC-600-2007-004-REV.PDF|title=Full Fuel Cycle Assessment: Well-To-Wheels Energy Inputs, Emissions, and Water Impacts|publisher=California Energy Commission|date=1 August 2007|accessdate=28 February 2011}}&lt;/ref&gt;&lt;ref&gt;{{cite web|url=http://www.carmagazine.co.uk/Green-car-landing-page/Green-car-glossary/ |title=Green Car Glossary: Well to wheel |publisher=[[w:en:Car Magazine|Car Magazine]] |accessdate=28 February 2011 |archiveurl=https://web.archive.org/web/20110504030517/http://www.carmagazine.co.uk/Green-car-landing-page/Green-car-glossary/ |archivedate= 4 May 2011 |df= }}&lt;/ref&gt; WtW analysis is useful for reflecting the different efficiencies and emissions of energy technologies and fuels at both the upstream and downstream stages, giving a more complete picture of real emissions.

The well-to-wheel variant has a significant input on a model developed by the [[w:en:Argonne National Laboratory|Argonne National Laboratory]]. The Greenhouse gases, Regulated Emissions, and Energy use in Transportation (GREET) model was developed to evaluate the impacts of new fuels and vehicle technologies. The model evaluates the impacts of fuel use using a well-to-wheel evaluation while a traditional cradle-to-grave approach is used to determine the impacts from the vehicle itself. The model reports energy use, [[w:en:greenhouse gas emission|greenhouse gas emission]]s, and six additional pollutants: [[w:en:volatile organic compounds|volatile organic compounds]] (VOCs), [[w:en:carbon monoxide|carbon monoxide]] (CO), [[w:en:nitrogen oxide|nitrogen oxide]] (NOx), [[w:en:Atmospheric particulate matter|particulate matter]] with size smaller than 10 micrometre (PM10), particulate matter with size smaller than 2.5 micrometre (PM2.5), and [[w:en:sulfur oxide|sulfur oxide]]s (SOx).&lt;ref name=greet&gt;{{cite web|url=http://greet.es.anl.gov/|title=How Does GREET Work?|publisher=[[w:en:Argonne National Laboratory|Argonne National Laboratory]]|date=3 September 2010|accessdate=28 February 2011}}&lt;/ref&gt;

Quantitative values of [[w:en:greenhouse gas|greenhouse gas]] emissions calculated with the WTW or with the LCA method can differ, since the LCA is considering more emission sources. In example, while assessing the GHG emissions of a [[w:en:Battery Electric Vehicle|Battery Electric Vehicle]] in comparison with a conventional internal combustion engine vehicle, the WTW (accounting only the GHG for manufacturing the fuels) finds out that an electric vehicle can save the 50-60% of GHG,&lt;ref&gt;{{cite journal|last1=Moro A|last2=Lonza L|title=Electricity carbon intensity in European Member States: Impacts on GHG emissions of electric vehicles | journal=Transportation Research Part D: Transport and Environment |volume=64|pages=5–14| doi=10.1016/j.trd.2017.07.012|pmid=30740029|year=2018}}&lt;/ref&gt; while an hybrid LCA-WTW method, considering also the GHG due to the manufacturing and the end of life of the battery gives GHG emission savings 10-13% lower, compared to the WTW.&lt;ref&gt;{{cite journal|last1=Moro A|last2=Helmers E|title=A new hybrid method for reducing the gap between WTW and LCA in the carbon footprint assessment of electric vehicles|journal=Int J Life Cycle Assess (2017) 22: 4.|volume=22|pages=4–14|doi=10.1007/s11367-015-0954-z|year=2017}}&lt;/ref&gt;

===Economic input–output life cycle assessment===

Economic input–output LCA ([[w:en:EIOLCA|EIOLCA]]) involves use of aggregate sector-level data on how much environmental impact can be attributed to each sector of the economy and how much each sector purchases from other sectors.&lt;ref&gt;Hendrickson, C. T., Lave, L. B., and Matthews, H. S. (2005). ''Environmental Life Cycle Assessment of Goods and Services: An Input–Output Approach'', Resources for the Future Press {{ISBN|1-933115-24-6}}.&lt;/ref&gt; Such analysis can account for long chains (for example, building an automobile requires energy, but producing energy requires vehicles, and building those vehicles requires energy, etc.), which somewhat alleviates the scoping problem of process LCA; however, EIOLCA relies on sector-level averages that may or may not be representative of the specific subset of the sector relevant to a particular product and therefore is not suitable for evaluating the environmental impacts of products. Additionally the translation of economic quantities into environmental impacts is not validated.&lt;ref&gt;[http://www.eiolca.net/Method/Limitations.html Limitations of the EIO-LCA Method and Models]&lt;/ref&gt;

===Ecologically based LCA===

While a conventional LCA uses many of the same approaches and strategies as an Eco-LCA, the latter considers a much broader range of ecological impacts. It was designed to provide a guide to wise management of human activities by understanding the direct and indirect impacts on ecological resources and surrounding ecosystems. Developed by Ohio State University Center for resilience, Eco-LCA is a methodology that quantitatively takes into account regulating and supporting services during the life cycle of economic goods and products. In this approach services are categorized in four main groups: supporting, regulating, provisioning and cultural services.&lt;ref name=Singh&amp;baksshi&gt;{{cite book|author1=S. Singh |author2=B. R. Bakshi |title=Eco-LCA: A Tool for Quantifying the Role of Ecological Resources in LCA|doi=10.1109/ISSST.2009.5156770 |journal= International Symposium on Sustainable Systems and Technology|year= 2009|pages=1–6|isbn=978-1-4244-4324-6}}&lt;/ref&gt;

=== Exergy based LCA ===
[[w:en:Exergy|Exergy]] of a system is the maximum useful work possible during a process that brings the system into equilibrium with a heat reservoir.&lt;ref&gt;Rosen, M. A., &amp; Dincer, I. (2001). Exergy as the confluence of energy, environment and sustainable development. Exergy, an International journal, 1(1), 3-13. https://www.academia.edu/download/6421325/kcx1421.pdf&lt;/ref&gt;&lt;ref&gt;Wall, G., &amp; Gong, M. (2001). On exergy and sustainable development—Part 1: Conditions and concepts. Exergy, An International Journal, 1(3), 128-145. https://www.researchgate.net/profile/Goeran_Wall/publication/222700889_On_exergy_and_sustainable_development__Part_I_Conditions_and_concepts/links/53fdc0470cf2364ccc08fafa.pdf&lt;/ref&gt; Wall &lt;ref&gt;Wall, G. (1977). Exergy-a useful concept within resource accounting. http://www.diva-portal.org/smash/get/diva2:318565/FULLTEXT01.pdf&lt;/ref&gt; clearly states the relation between exergy analysis and resource accounting.&lt;ref&gt;Wall, G. (2010). On exergy and sustainable development in environmental engineering. The Open Environmental Engineering Journal, 3, 21-32. http://www.diva-portal.org/smash/get/diva2:318551/FULLTEXT01.pdf&lt;/ref&gt; This intuition confirmed by DeWulf &lt;ref&gt;{{cite journal | last1 = Dewulf | first1 = J. | last2 = Van Langenhove | first2 = H. | last3 = Muys | first3 = B. | last4 = Bruers | first4 = S. | last5 = Bakshi | first5 = B. R. | last6 = Grubb | first6 = G. F. | last7 = Sciubba | first7 = E. | year = 2008 | title = Exergy: its potential and limitations in environmental science and technology | url = https://www.researchgate.net/publication/51393531 | format = PDF | journal = Environmental Science &amp; Technology | volume = 42 | issue = 7| pages = 2221–2232 | doi=10.1021/es071719a| bibcode = 2008EnST...42.2221D }}&lt;/ref&gt; and Sciubba &lt;ref&gt;{{cite journal | last1 = Sciubba | first1 = E | year = 2004 | title = From Engineering Economics to Extended Exergy Accounting: A Possible Path from Monetary to Resource‐Based Costing | url = https://www.researchgate.net/publication/229896297 | format = PDF | journal = Journal of Industrial Ecology | volume = 8 | issue = 4| pages = 19–40 | doi=10.1162/1088198043630397}}&lt;/ref&gt; lead to Exergo-economic accounting &lt;ref&gt;Rocco, M. V., Colombo, E., &amp; Sciubba, E. (2014). Advances in exergy analysis: a novel assessment of the Extended Exergy Accounting method. Applied Energy, 113, 1405-1420. https://www.researchgate.net/profile/Matteo_Rocco/publication/257311375_Advances_in_exergy_analysis_A_novel_assessment_of_the_Extended_Exergy_Accounting_method/links/0f3175314ce7cc6fc5000000.pdf&lt;/ref&gt; and to methods specifically dedicated to LCA such as Exergetic material input per unit of service (EMIPS).&lt;ref&gt;Dewulf, J., &amp; Van Langenhove, H. (2003). Exergetic material input per unit of service (EMIPS) for the assessment of resource productivity of transport commodities. Resources, Conservation and Recycling, 38(2), 161-174. https://www.researchgate.net/profile/Herman_VAN_LANGENHOVE/publication/228422347_Exergetic_material_input_per_unit_of_service_(EMIPS)_for_the_assessment_of_resource_productivity_of_transport_commodities/links/0c960519a4f6c42d97000000.pdf&lt;/ref&gt; The
concept of material input per unit of service (MIPS) is quantified in terms of the second law of thermodynamics, allowing the calculation of both resource input and service output in exergy terms. This exergetic material input per unit of service (EMIPS) has been elaborated for transport technology. The service not only takes into account the total mass to be transported
and the total distance, but also the mass per single transport and the delivery time.{{Citation needed|date=August 2018}}

==Life cycle energy analysis==
{{Main|w:en:Energy Return on Energy Invested}}
Life cycle energy analysis (LCEA) is an approach in which all [[w:en:energy|energy]] inputs to a product are accounted for, not only direct energy inputs during manufacture, but also all energy inputs needed to produce components, materials and services needed for the manufacturing process. An earlier term for the approach was ''energy analysis''.{{Citation needed|date=August 2018}}

With LCEA, the ''total life cycle energy input'' is established.{{Citation needed|date=August 2018}}

===Energy production===
{{see|Wikipedia:Energy production}}
It is recognized that much energy is lost in the production of energy commodities themselves, such as [[w:en:Nuclear power|nuclear energy]], [[w:en:photovoltaic|photovoltaic]]
[[w:en:electricity|electricity]] or high-quality [[w:en:petroleum products|petroleum products]]. ''Net energy content'' is the energy content of the product minus energy input used
during extraction and [[w:en:energy conversion|conversion]], directly or indirectly. A controversial early result of LCEA claimed that manufacturing
[[w:en:solar cell|solar cell]]s requires more energy than can be recovered in using the solar cell {{Citation needed|date=February 2011}}. The result was refuted.&lt;ref&gt;David MacKay [http://www.withouthotair.com/ Sustainable Energy] 24 February 2010 p. 41&lt;/ref&gt; Another new concept that flows from life cycle assessments is [[w:en:Energy Cannibalism|energy cannibalism]]. Energy cannibalism refers to an effect where rapid growth of an entire energy-intensive industry creates a need for [[w:en:energy|energy]] that uses (or cannibalizes) the energy of existing power plants. Thus during rapid growth the industry as a whole produces no energy because new energy is used to fuel the [[w:en:embodied energy|embodied energy]] of future power plants. Work has been undertaken in the UK to determine the life cycle energy (alongside full LCA) impacts of a number of renewable technologies.&lt;ref&gt;{{cite journal|author=McManus, M |title=Life cycle impacts of waste wood biomass heating systems: A case study of three UK based systems|journal= Energy |volume =35|issue =10|year=2010|pages =4064–4070|doi=10.1016/j.energy.2010.06.014 }}&lt;/ref&gt;&lt;ref&gt;{{cite journal|author=Allen, S.R., G.P. Hammond, H. Harajli, C.I. Jones, M.C. McManus and A.B. Winnett|year= 2008|title=Integrated appraisal of micro-generators: methods and applications|journal=Proceedings of the Institution of Civil Engineers - Energy|volume=161 |issue=2|pages=73–86|doi=10.1680/ener.2008.161.2.73|citeseerx= 10.1.1.669.9412}}&lt;/ref&gt;

===Energy recovery===
{{see|Wikipedia:Energy recovery}}
If materials are incinerated during the disposal process, the energy released during burning can be harnessed and used for [[w:en:electricity production|electricity production]]. This provides a low-impact energy source, especially when compared with [[w:en:coal|coal]] and natural gas&lt;ref&gt;Damgaard, A, et al. ''Life-cycle-assessment of the historical development of air pollution control and energy recovery in waste incineration.'' Waste Management 30 (2010) 1244–1250.&lt;/ref&gt; While [[w:en:incineration|incineration]] produces more [[w:en:greenhouse gas|greenhouse gas]] emissions than [[w:en:Landfill|landfills]], the waste plants are well-fitted with filters to minimize this negative impact. A recent study comparing energy consumption and greenhouse gas emissions from landfills (without energy recovery) against incineration (with energy recovery) found incineration to be superior in all cases except for when [[w:en:landfill gas|landfill gas]] is recovered for electricity production.&lt;ref&gt;Liamsanguan, C., Gheewala, S.H., ''LCA: A decision support tool for environmental assessment of MSW management systems.'' Jour. of Environ. Mgmt. 87 (2009) 132–138.&lt;/ref&gt;

===Criticism===
It has also been argued that energy efficiency is only one consideration in deciding which alternative process to employ, and that it should not be elevated to the only criterion for determining environmental acceptability.{{Citation needed|date=June 2018}} For example, simple energy analysis does not take into account the renewability of energy flows or the toxicity of waste products;.&lt;ref&gt;{{cite journal | last = Hammond | first = Geoffrey P. | title = Engineering sustainability: thermodynamics, energy systems, and the environment | journal = [[w:en:International Journal of Energy Research|International Journal of Energy Research]] | volume = 28 | issue = 7 | pages = 613–639 | year = 2004 | url = http://www.etcs.ipfw.edu/~mueller/me427/Engineering_sustainability.pdf| doi = 10.1002/er.988 }}&lt;/ref&gt; Incorporating '''Dynamic LCAs''' of renewable energy technologies (using sensitivity analyses to project future improvements in renewable systems and their share of the power grid) may help mitigate this criticism.&lt;ref&gt;{{cite journal | last = Pehnt | first = Martin | title = Dynamic life cycle assessment (LCA) of renewable energy technologies | journal = Renewable Energy | volume = 31 | issue = 1 | pages = 55–71 | year = 2006 | doi = 10.1016/j.renene.2005.03.002}}&lt;/ref&gt;

In recent years, the literature on life cycle assessment of [[w:en:energy technology|energy technology]] has begun to reflect the interactions between the current [[w:en:electrical grid|electrical grid]] and future [[w:en:energy technology|energy technology]]. Some papers have focused on [[w:en:energy|energy]] life cycle,&lt;ref name=&quot;Pearce2&quot;&gt;J.M. Pearce, [http://me.queensu.ca/people/pearce/publications/documents/asp3.pdf &quot;Optimizing Greenhouse Gas Mitigation Strategies to Suppress Energy Cannibalism&quot;] 2nd Climate Change Technology Conference Proceedings, p. 48, 2009&lt;/ref&gt;&lt;ref name=&quot;Pearce1&quot;&gt;{{cite journal|author=Joshua M. Pearce|doi=10.1504/IJNGEE.2008.017358|title=Thermodynamic limitations to nuclear energy deployment as a greenhouse gas mitigation technology|journal=International Journal of Nuclear Governance, Economy and Ecology |volume=2|issue=1|year=2008|pages=113–130}}&lt;/ref&gt;&lt;ref name=&quot;dynamic&quot;&gt;{{cite journal|author1=Jyotirmay Mathur |author2=Narendra Kumar Bansal |author3=Hermann-Joseph Wagner |doi=10.1016/S0301-4215(02)00290-2|title=Dynamic energy analysis to assess maximum growth rates in developing power generation capacity: case study of India|journal=Energy Policy |volume=32|issue=2|year=2004|pages=281–287}}&lt;/ref&gt; while others have focused on [[w:en:carbon dioxide|carbon dioxide]] (CO&lt;sub&gt;2&lt;/sub&gt;) and other [[w:en:greenhouse gases|greenhouse gases]].&lt;ref name=&quot;RKCL&quot;&gt;{{cite journal|author1=R. Kenny |author2=C. Law |author3=J.M. Pearce |title=Towards Real Energy Economics: Energy Policy Driven by Life-Cycle Carbon Emission|journal=Energy Policy |volume=38|pages=1969–1978|year=2010|doi=10.1016/j.enpol.2009.11.078|issue=4|citeseerx=10.1.1.551.7581 }}&lt;/ref&gt; The essential critique given by these sources is that when considering [[w:en:energy technology|energy technology]], the growing nature of the power grid must be taken into consideration. If this is not done, a given class of [[w:en:energy technology|energy technology]] may emit more CO&lt;sub&gt;2&lt;/sub&gt; over its lifetime than it initially thought it would mitigate, with this most well [[w:en:Life-cycle greenhouse-gas emissions of energy sources#GHG from utility-scale wind power|documented in wind energy's case]].

A problem the energy analysis method cannot resolve is that different energy forms ([[w:en:heat|heat]], [[w:en:electricity|electricity]], [[w:en:chemical energy|chemical energy]] etc.) have different quality and value even in natural sciences, as a consequence of the two main laws of [[w:en:thermodynamics|thermodynamics]]. A thermodynamic measure of the quality of energy is [[w:en:exergy|exergy]]. According to the [[w:en:first law of thermodynamics|first law of thermodynamics]], all energy inputs should be accounted with equal weight, whereas by the [[w:en:second law of thermodynamics|second law]] diverse energy forms should be accounted by different values.{{Citation needed|date=August 2018}}

The conflict is resolved in one of these ways:
* value difference between energy inputs is ignored,
* a value ratio is arbitrarily assigned (e.g., a [[w:en:joule|joule]] of [[w:en:electricity|electricity]] is 2.6 times more valuable than a joule of heat or fuel input),
* the analysis is supplemented by economic (monetary) cost analysis,
* [[w:en:exergy|exergy]] instead of energy can be the metric used for the life cycle analysis.&lt;ref&gt;{{cite journal | last = Cornelissen | first = Reinerus Louwrentius | title = Thermodynamics and sustainable development; the use of exergy analysis and the reduction of irreversibility | year = 1997|journal=Thesis, University of Twente, Netherlands | url = http://doc.utwente.nl/32030/}}&lt;/ref&gt;

==Critiques==

Life cycle assessment is a powerful tool for analyzing [[wikt:commensurable|commensurable]] aspects of quantifiable systems. Not every factor, however, can be reduced to a number and inserted into a model. Rigid system boundaries make accounting for changes in the system difficult. This is sometimes referred to as the [[w:en:boundary critique|boundary critique]] to [[w:en:systems thinking|systems thinking]]. The accuracy and availability of data can also contribute to inaccuracy. For instance, data from generic processes may be based on [[w:en:average|average]]s, [[w:en:Sampling error|unrepresentative sampling]], or outdated results.&lt;ref&gt;Malin, Nadav, [http://www.buildinggreen.com/auth/article.cfm/2002/3/1/Life-Cycle-Assessment-for-Buildings-Seeking-the-Holy-Grail/?&amp;printable=yes Life-cycle assessment for buildings: Seeking the Holy Grail.] Building Green, 2010.&lt;/ref&gt; Additionally, social implications of products are generally lacking in LCAs. Comparative life-cycle analysis is often used to determine a better process or product to use. However, because of aspects like differing system boundaries, different statistical information, different product uses, etc., these studies can easily be swayed in favor of one product or process over another in one study and the opposite in another study based on varying parameters and different available data.&lt;ref&gt;Linda Gaines and Frank Stodolsky [http://www.transportation.anl.gov/pdfs/TA/104.pdf Life-Cycle Analysis: Uses and Pitfalls]. Argonne National Laboratory. Transportation Technology R&amp;D Center&lt;/ref&gt; There are guidelines to help reduce such conflicts in results but the method still provides a lot of room for the researcher to decide what is important, how the product is typically manufactured, and how it is typically used.{{Citation needed|date=August 2018}}

An in-depth review of 13 LCA studies of wood and paper products&lt;ref&gt;[http://www.ncasi.org/publications/Detail.aspx?id=2628 National Council for Air and Stream Improvement Special Report No: 04-03]. Ncasi.org. Retrieved on 2011-12-14.&lt;/ref&gt; found&lt;ref&gt;[http://www.forintek.ca/public/pdf/Public_Information/technical_rpt/TR19%20Complete%20Pub-web.pdf FPInnovations 2010 A Synthesis of Research on Wood Products and Greenhouse Gas Impacts 2nd Edition page 40] {{webarchive|url=https://web.archive.org/web/20120321215904/http://www.forintek.ca/public/pdf/Public_Information/technical_rpt/TR19%20Complete%20Pub-web.pdf |date=21 March 2012 }}. (PDF). Retrieved on 2011-12-14.&lt;/ref&gt; a lack of consistency in the methods and assumptions used to track carbon during the [[w:en:product lifecycle|product lifecycle]]. A wide variety of methods and assumptions were used, leading to different and potentially contrary conclusions – particularly with regard to [[w:en:carbon sequestration|carbon sequestration]] and [[w:en:Methanogenesis|methane generation]] in landfills and with [[w:en:carbon accounting|carbon accounting]] during forest growth and product use.{{Citation needed|date=August 2018}}

==See also==
{{div col|colwidth=30em}}
* [[w:en:Agroecology|Agroecology]]
* [[w:en:Agroecosystem analysis|Agroecosystem analysis]]
* [[w:en:Anthropogenic metabolism|Anthropogenic metabolism]]
* [[w:en:Biofuel|Biofuel]]
* [[w:en:Carbon footprint|Carbon footprint]]
* [[w:en:Circular Economy|Circular Economy]]
* [[w:en:Cradle to Cradle|Cradle to Cradle]]
* [[w:en:Depreciation|Depreciation]]
* [[w:en:Design for Environment|Design for Environment]]
* [[w:en:Dimension stone|Dimension stone]] Stone: life-cycle assessment and best practices
* [[w:en:Ecodesign|Ecodesign]]
* [[w:en:End-of-life (product)|End-of-life (product)]]
* [[w:en:Environmental pricing reform|Environmental pricing reform]]
* [[w:en:Greenhouse gas|Greenhouse gas]]
* [[w:en:GREET Model|GREET Model]]
* [[w:en:Industrial ecology|Industrial ecology]]
* [[w:en:ISO 15686|ISO 15686]]
* [[w:en:Industrial metabolism|Industrial metabolism]]
* [[w:en:Life-cycle greenhouse-gas emissions of energy sources|Life-cycle greenhouse-gas emissions of energy sources]]
* [[w:en:Water footprint|Water footprint]]
* [[w:en:Whole-life cost|Whole-life cost]]
{{div col end}}

==References==

{{Reflist|35em}}

==External links==
{{Commons category}}
*{{webarchive |url=https://web.archive.org/web/20071024195424/http://www.greenhouse.gov.au/yourhome/technical/fs31.htm |date=24 October 2007 |title=Embodied Energy: Life Cycle Assessment. Your Home Technical Manual. A joint initiative of the Australian Government and the design and construction industries. }}
*[http://www.leidenuniv.nl/interfac/cml/ssp/index.html LCA research at the Center for Environmental Sciences, Leiden University]
*[https://sftool.gov/plan/402/lca-example-light-emitting-diodes-leds- LCA Example: Light Emitting Diode (LED) from GSA's Sustainable Facilities Tool]
* [http://www.ecostatis.com/impress/lca/lca-slides.html A short interactive presentation of Life Cycle Assessment]
*[https://nexus.openlca.org/databases]


{{Use dmy dates|date=October 2010}}

{{Authority control}}

{{DEFAULTSORT:Life Cycle Assessment}}
[[Category:Design for X]]
[[Category:Environmental impact assessment]]
[[Category:Industrial ecology]]

== Page Information ==
This page was based on the following [https://en.wikipedia.org/wiki/Life-cycle%20assessment wikipedia-source page]:
* [https://en.wikipedia.org/wiki/Life-cycle%20assessment Life-cycle assessment] https://en.wikipedia.org/wiki/Life-cycle%20assessment
* Datum: 6/1/2019
* [https://niebert.github.com/Wikipedia2Wikiversity Wikipedia2Wikiversity-Converter]: https://niebert.github.com/Wikipedia2Wikiversity

==Learning Materials==


== References ==

=== Standards ===

=== Text Books ===

=== Sample Studies ===</text>
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    </revision>
  </page>
  <page>
    <title>Understanding Arithmetic Circuits</title>
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        <username>Young1lim</username>
        <id>21186</id>
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== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.1.A.CLA.20250624.pdf|A]]||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
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== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.1.A.CLA.20250625.pdf|A]]||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
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== Adder ==

* Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]]  )
 
{| class=&quot;wikitable&quot;
|-
!  Adder type      !! Overview !! Analysis !! VHDL Level Design  !! CMOS Level Design  
|-
| '''1. Ripple Carry Adder'''
|| [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]||
|| [[Media:Adder.rca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]]
|-
| '''2. Carry Lookahead Adder'''
|| [[Media:VLSI.Arith.1.A.CLA.20250626.pdf|A]]||
|| [[Media:Adder.cla.20140313.pdf|pdf]]||
|-
| '''3. Carry Save Adder''' 
|| [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]||
|| ||
|-
|| '''4. Carry Select Adder''' 
|| [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]||
|| || 
|-
|| '''5. Carry Skip Adder'''
|| [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]||
|| 
|| [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]]
|- 
|| '''6. Carry Chain Adder'''
|| [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]||
|| [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]],  [[Media:Adder.cca.20140313.pdf|pdf]]
|| [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]]
|- 
|| '''7. Kogge-Stone Adder'''
|| [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]||
|| [[Media:Adder.ksa.20140409.pdf|pdf]]||
|-
|| '''8. Prefix Adder'''
|| [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]||
|| || 
|-
|| '''9.1 Variable Block Adder'''
|| [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]||
|| || 
|-
|| '''9.2 Multi-Level Variable Block Adder'''
|| [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]||
|| || 
|}
&lt;/br&gt;
 
=== Adder Architectures Suitable for FPGA === 
* FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]])
* FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]])
* FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]])
* FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]])
* Carry-Skip Adder
&lt;/br&gt;

== Barrel Shifter ==
* Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]])
&lt;/br&gt;

'''Mux Based Barrel Shifter'''
* Analysis  ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) 
* Implementation 
&lt;/br&gt;

== Multiplier == 
=== Array Multipliers ===
* Analysis  ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]])
&lt;/br&gt;

=== Tree Mulltipliers ===
* Lattice Multiplication  ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]])
* Wallace Tree  ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]])
* Dadda Tree  ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]])
&lt;/br&gt;

=== Booth Multipliers ===
* [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]]
* Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]])
&lt;/br&gt;

== Divider == 
* Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])&lt;/br&gt;

&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

[[Category:Digital Circuit Design]]
[[Category:FPGA]]</text>
      <sha1>su2v6ki2sduququ5qmdt5684zb2npr1</sha1>
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  </page>
  <page>
    <title>Computer Skills/Basic/Email</title>
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      <contributor>
        <username>MathXplore</username>
        <id>2888076</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/2404:3100:1055:FCE0:1:0:C1F5:56BE|2404:3100:1055:FCE0:1:0:C1F5:56BE]] ([[User_talk:2404:3100:1055:FCE0:1:0:C1F5:56BE|talk]]) to last version by [[User:MathXplore|MathXplore]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="1339" sha1="lw2btd389x8hhwfyrgkcx29u6szaubn" xml:space="preserve">{{:{{BASEPAGENAME}}/Sidebar}}
Email fundamentals include sending, receiving and replying to email.

== Objectives and Skills ==
Objectives and skills for simple formatting include:&lt;ref&gt;[http://www.eaa.unsw.edu.au/forms/pdf/icas/subjects/computer-skills-framework.pdf University of New South Wales: Computer Skills Assessment Framework]&lt;/ref&gt;
* Send/receive/reply to email

== Multimedia ==
# [http://www.youtube.com/watch?v=GwZ8Aon_4hc YouTube: Gmail: Sending Email with Gmail]
# [http://www.youtube.com/watch?v=AH0BGLfQ9SM YouTube: Gmail: Responding to Email with Gmail]

== Activities ==
# Complete the tutorial [https://edu.gcfglobal.org/en/email101/ GCF: Email Basics].
# If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account. 
# Complete the tutorial [https://edu.gcfglobal.org/en/gmail/ GCF: Gmail].
# Use your email account to send an email message.
# Reply to an email message you receive from someone else.
# Review the [[Email Checklist]] for additional email best practices.

== See Also ==
* [[../../Intermediate/Email]]
* [[../../Advanced/Email]]
* [[../../Proficient/Email]]
* [[Internet Fundamentals/Email]]

== References ==
{{Reflist}}
{{subpage navbar}}

{{CourseCat}}
[[Category:Computer Skills]]
[[Category:Email]]
[[Category:Completed resources]]</text>
      <sha1>lw2btd389x8hhwfyrgkcx29u6szaubn</sha1>
    </revision>
  </page>
  <page>
    <title>Wikiversity:Newsletters/This Month in Education</title>
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        <id>983498</id>
      </contributor>
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      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="249260" sha1="5fk0xdla0i2u9ujfsxwwlk9kwdkdy2j" xml:space="preserve">== Archives ==
* [[Outreach:Education/Newsletter/Archives]]

== This Month in Education: January 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 1 | January 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

{{anchor|back}}
&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/January 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |
&lt;!-- Enter the title of the articles for this issue  --&gt;

[[outreach:Education/Newsletter/January 2018#Article 1|Bertsomate: using Basque oral poetry to illustrate math concepts]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/January 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/January 2018#Article 2|Wikimedia Serbia celebrated 10 years from the first article written within the Education Program]]

[[outreach:Education/Newsletter/January 2018#Article 3|WikiChallenge Ecoles d'Afrique update]]

[[outreach:Education/Newsletter/January 2018#Article 4|The first Swedish Master's in Digital Humanities partners with Wikimedia Sverige]]

[[outreach:Education/Newsletter/January 2018#Article 5|How we use PetScan to improve partnership with lecturers and professors]]


|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/January 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/January 2018#Article 6|The Education Survey Report is out!]]

[[outreach:Education/Newsletter/January 2018#Article 7|Education Extension scheduled shutdown]]
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 18:42, 1 February 2018 (UTC)&lt;/div&gt;
&lt;!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedia_Education_Newsletter&amp;oldid=17696217 --&gt;

== This Month in Education: February 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 2 | February 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/February 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/February 2018#Article 2|WikiProject Engineering Workshop at IIUC,Chittagong]]

[[outreach:Education/Newsletter/February 2018#Article 3|What did we learn from Wikibridges MOOC?]]

[[outreach:Education/Newsletter/February 2018#Article 4|Wikimedia Serbia launched Wiki scholar project]]

[[outreach:Education/Newsletter/February 2018#Article 5|Wiki Club in Ohrid, Macedonia]]

[[outreach:Education/Newsletter/February 2018#Article 6|Karvachar’s WikiClub: When getting knowledge is cool]]

[[outreach:Education/Newsletter/February 2018#Article 7|More than 30 new courses launched in the University of the Basque Country]]

[[outreach:Education/Newsletter/February 2018#Article 8|Review meeting on Christ Wikipedia Education Program]]

[[outreach:Education/Newsletter/February 2018#Article 9|The Multidisciplinary Choices of High School Students: The Arabic Education Program; Wikimedia Israel]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/February 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/February 2018#Article 10|The Education Extension is being deprecated (second call)]]

[[outreach:Education/Newsletter/February 2018#Article 11|The 2017 survey report live presentation is available for viewing]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 08:53, 1 March 2018 (UTC)&lt;/div&gt;
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== This Month in Education: March 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 3 | March 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/March 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/March 2018#Article 1|Education Programs Itinerary]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/March 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/March 2018#Article 2|Animated science educational videos in Basque for secondary school student]]

[[outreach:Education/Newsletter/March 2018#Article 3|Beirut WikiClub: Wikijourney that has enriched our experiences]]

[[outreach:Education/Newsletter/March 2018#Article 4|Students of the Faculty of Biology in Belgrade edit Wikipedia for the first time]]

[[outreach:Education/Newsletter/March 2018#Article 5|The role of Wikipedia in education - Examples from the Wiki Education Foundation]]

[[outreach:Education/Newsletter/March 2018#Article 6|Multilingual resource for Open education projects]]

[[outreach:Education/Newsletter/March 2018#Article 7|Wikipedia: examples of curricular integration in Portugal]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/March 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/March 2018#Article 8|Resources and Tips to engage with Educators]]

[[outreach:Education/Newsletter/March 2018#Article 9|Education Session at WMCON 2018]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 10:33, 4 April 2018 (UTC)&lt;/div&gt;
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== This Month in Education: April 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 7 | Issue 4 | April 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/April 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/April 2018#Article 1|Wikimedia at the Open Educational Resources Conference 2018]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/April 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/April 2018#Article 2|Global perspectives from Western Norway]]

[[outreach:Education/Newsletter/April 2018#Article 3|Togh's WikiClub: Wikipedia is the 8th wonder of the world!]]

[[outreach:Education/Newsletter/April 2018#Article 4|Aboriginal Volunteers in Taiwan Shared Experience about Incubating Minority Language Wikipedia in Education Magazine]]

[[outreach:Education/Newsletter/April 2018#Article 5|Workshops with Wiki Clubs members in the Republic of Macedonia]]

[[outreach:Education/Newsletter/April 2018#Article 6|Celebrating Book's Day in the University of the Basque Country: is Wikipedia the largest Basque language book?]]

[[outreach:Education/Newsletter/April 2018#Article 7|Txikipedia is born and you'll love it]]

[[outreach:Education/Newsletter/April 2018#Article 8|Students Write Wiktionary]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/April 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |


[[outreach:Education/Newsletter/April 2018#Article 9|Presenting the Wikipedia Education Program at the Open Education Global Conference]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:33, 4 May 2018 (UTC)&lt;/div&gt;
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== This Month in Education: May 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 5 | May 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;


&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/May 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/May 2018#Article 2|Creating and reusing OERs for a Wikiversity science journalism course from Brazil]]

[[outreach:Education/Newsletter/May 2018#Article 3|Inauguration Ceremony of Sri Jayewardenepura University Wiki Club]]

[[outreach:Education/Newsletter/May 2018#Article 4|Wiki Education publishes evaluation of Fellows pilot]]

[[outreach:Education/Newsletter/May 2018#Article 5|The first students of Russia with diplomas of Wikimedia and Petrozavodsk State University]]

[[outreach:Education/Newsletter/May 2018#Article 6|Selet WikiSchool]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/May 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/May 2018#Article 8|A lofty vision for the Education Team]]

[[outreach:Education/Newsletter/May 2018#Article 9|UNESCO Mobile Learning Week 2018, Digital Skills for Life and Work]]
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 21:44, 4 June 2018 (UTC)&lt;/div&gt;
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== This Month in Education: June 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 6 | June 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#Article 1|Academia and Wikipedia: the first Irish conference on Wikipedia in education]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/June 2018#Article 2|Ashesi Wiki Club: Charting the cause for Wikipedia Education Program in West Africa]]

[[outreach:Education/Newsletter/June 2018#Article 3|Wikimedia Serbia has received a new accreditation for the Accredited seminars for teachers]]

[[outreach:Education/Newsletter/June 2018#Article 4|Côte d'Ivoire: Wikipedia Classes 2018 are officially up and running]]

[[outreach:Education/Newsletter/June 2018#Article 5|Basque secondary students have now better coverage for main topics thanks to the Education Program]]

[[outreach:Education/Newsletter/June 2018#Article 6|What lecturers think about their first experience in the Basque Education Program]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#Article 7|Education Extension scheduled deprecation]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/June 2018#In the News|In the News]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; | 
[[outreach:Education/Newsletter/June 2018#Article 8|Wikipedia calls for participation to boost content from the continent]]

[[outreach:Education/Newsletter/June 2018#Article 9|Wikipedia in the History Classroom]]

[[outreach:Education/Newsletter/June 2018#Article 10|Wikipedia as a Pedagogical Tool Complicating Writing in the Technical Writing Classroom]]

[[outreach:Education/Newsletter/June 2018#Article 11|When the World Helps Teach Your Class: Using Wikipedia to Teach Controversial Issues]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 06:03, 30 June 2018 (UTC)&lt;/div&gt;
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== This Month in Education: July 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 7 | July 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;


{| style=&quot;width:60%;&quot;
| style=&quot;width:50%; color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/July 2018#Featured Topic|Featured Topic]]
| style=&quot;width:50%; font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/July 2018#Article 1|Wikipedia+Education Conference 2019: Community Engagement Survey]]


|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/July 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/July 2018#Article 2|Young wikipedian: At WikiClub you get knowledge on your own will]]

[[outreach:Education/Newsletter/July 2018#Article 3|Wikipedia in schools project at the &quot;New Technologies in Education&quot; Conference]]

[[outreach:Education/Newsletter/July 2018#Article 4|Basque Education Program: 2017-2018 school year report]]


|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/July 2018#In the News|In the News]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; | 
[[outreach:Education/Newsletter/July 2018#Article 10|UNESCO ICT in Education Prize call for nominations opens]]

[[outreach:Education/Newsletter/July 2018#Article 11|An educator's overview of Wikimedia (in short videos format)]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 06:32, 2 August 2018 (UTC)&lt;/div&gt;
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== This Month in Education: August 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 8 | August 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;

&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/August 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/August 2018#Article 2|The reconnection of Wikimedia Projects in Brazil]]

[[outreach:Education/Newsletter/August 2018#Article 3|Christ (DU) students enrolls for 3rd Wikipedia certificate course]]

[[outreach:Education/Newsletter/August 2018#Article 4|Educational wiki-master-classes at International &quot;Selet&quot; forum]]

[[outreach:Education/Newsletter/August 2018#Article 5|54 students help enrich the digital Arabic content]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/August 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/August 2018#Article 6|Mapping education in the Wikimedia Movement]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 03:12, 2 September 2018 (UTC)&lt;/div&gt;
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== This Month in Education: September 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 9 | September 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;


&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/September 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/September 2018#Article 1|Edu Wiki Camp 2018: New Knowledge for New Generation]]

[[outreach:Education/Newsletter/September 2018#Article 2|Education loves Monuments: A Brazilian Tale]]

[[outreach:Education/Newsletter/September 2018#Article 3|“I have always liked literature, now I like it even more thanks to Wikipedia”. Literature is in the air of WikiClubs․]]

[[outreach:Education/Newsletter/September 2018#Article 4|History of Wikipedia Education programme at Christ (Deemed to be University)]]

[[outreach:Education/Newsletter/September 2018#Article 5|Preparation for the autumn educational session of Selet WikiSchool is started]]

[[outreach:Education/Newsletter/September 2018#Article 6|Wiki Camp Doyran 2018]]

[[outreach:Education/Newsletter/September 2018#Article 7|Wikicamp Czech Republic 2018]]

[[outreach:Education/Newsletter/September 2018#Article 8|Wikipedia offline in rural areas of Colombia]]

|-
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/September 2018#From the Education Team|From the Education Team]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |

[[outreach:Education/Newsletter/September 2018#Article 9|Presentation on mapping education in the Wikimedia Movement]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 01:14, 9 October 2018 (UTC)&lt;/div&gt;
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== This Month in Education: November 2018 ==

[[File:Wikipedia Education Globe 2.pdf|frameless|left|150px|Wikipedia Education globe]]
&lt;div style=&quot;text-align:left; direction:ltr;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:60px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align:center; direction:ltr; margin-left;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#006699; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:900px;&quot;&gt; Volume 4 | Issue 10 | October 2018&lt;/span&gt;
&lt;/div&gt;

&lt;span style=&quot;font-weight:regular; text-align:center; font-size:14px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; display:block; width:1000px;&quot;&gt;This monthly newsletter showcases the Wikipedia Education Program. It focuses on sharing: your ideas, stories, success and challenges. You can see past editions [[outreach:Education/Newsletter/Archives|here]]. You can also volunteer to help publish the newsletter. [[outreach:Education/News/Team|Join the team!]] Finally, don't forget to [[m:Global_message_delivery/Targets/Wikimedia_Education_Newsletter|subscribe!]]&lt;/span&gt;


&lt;div style=text-align:center; direction:ltr;&quot;&gt;&lt;span style=&quot;color:white; font-size:24px; font-family:times new roman; display:block; background:#339966; width:1000px;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;

{| style=&quot;width:60%;&quot;
| style=&quot;color:#990000; font-size:20px; font-family:times new roman;&quot; | [[outreach:Education/Newsletter/October 2018#From the Community|From the Community]]
| style=&quot;font-size:16px; font-family:times new roman;&quot; |
[[outreach:Education/Newsletter/October 2018#Article 1|A new academic course featuring Wikidata at Tel Aviv University]]

[[outreach:Education/Newsletter/October 2018#Article 2|How we included Wikipedia edition into a whole University department curriculum]]

[[outreach:Education/Newsletter/October 2018#Article 3|Meet the first board of the UG Wikipedia &amp; Education]]

[[outreach:Education/Newsletter/October 2018#Article 4|The education program has kicked off as the new academic year starts]]

[[outreach:Education/Newsletter/October 2018#Article 5|The education program has kicked off as the new academic year starts in Albania]]

[[outreach:Education/Newsletter/October 2018#Article 6|The first Wikimedia+Education conference will happen on April 5-7 at Donostia-Saint Sebastian]]

[[outreach:Education/Newsletter/October 2018#Article 7|Using ORES to assign articles in Basque education program]]

[[outreach:Education/Newsletter/October 2018#Article 8|What to write for Wikipedia about? Monuments!]]

[[outreach:Education/Newsletter/October 2018#Article 9|Wikifridays: editing Wikipedia in the university]]

[[outreach:Education/Newsletter/October 2018#Article 10|Writing articles on Wikipedia is our way of leaving legacy to the next generations]]

|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 05:55, 12 November 2018 (UTC)&lt;/div&gt;
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== This Month in Education: November 2018 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em; direction:ltr;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 4 &amp;bull; Issue 10 &amp;bull; October 2018&lt;/span&gt;

------

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/November 2018|Contents]] &amp;bull; [[outreach:Education/Newsletter/November 2018/Single page|Single page view]] &amp;bull; [[:m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

-------
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/November 2018/WikiEducation - Report from Wikimedians of Albanian Language UG |WikiEducation - Report from Wikimedians of Albanian Language UG]]
*[[:outreach:Education/News/November 2018/Wikipedia Education Program in ICETC 2018 , Japan |Wikipedia Education Program in ICETC 2018, Japan]]
*[[:outreach:Education/News/November 2018/Wikipedia has become the inseparable part of my daily life |Wikipedia has become the inseparable part of my daily life]]
*[[:outreach:Education/News/November 2018/Wikipedia is a world in which anyone of us has his own place |Wikipedia is a world in which anyone of us has his own place]]
*[[:outreach:Education/News/November 2018/Wiki conference for teachers in Ohrid |Wiki conference for teachers in Ohrid]]
*[[:outreach:Education/News/November 2018/Our baby is 3! |Our baby is 3!]]
*[[:outreach:Education/News/November 2018/highlighting work of Sailesh Patnaik |Highlighting work of Sailesh Patnaik]]
*[[:outreach:Education/News/November 2018/Important updates from Wikimedia Education Team |Important updates from Wikimedia Education Team]]
*[[:outreach:Education/News/November 2018/Welcome Melissa to the Education Team |Welcome Melissa to the Education Team]]
*[[:outreach:Education/News/November 2018/What has the education team been up to? Year end review and updates! |What has the education team been up to? Year end review and updates! ]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 18:18, 30 November 2018 (UTC)&lt;/div&gt;
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== This Month in Education: January 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;bull; Issue 1 &amp;bull; January 2019&lt;/span&gt;

----

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2019|Contents]] &amp;bull; [[outreach:Education/Newsletter/January 2019/Headlines|Headlines]] &amp;bull; [[:m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/January 2019/Registration for Wikimedia+Education Conference is open|Registration for Wikimedia+Education Conference is open]]
*[[:outreach:Education/News/January 2019/Collaboration with Yerevan State University of Languages and Social Sciences after V. Brusov|Collaboration with Yerevan State University of Languages and Social Sciences after V. Brusov]]
*[[:outreach:Education/News/January 2019/Meet the first Programs &amp; Events Dashboard sysops|Meet the first Programs &amp; Events Dashboard sysops]]
*[[:outreach:Education/News/January 2019/More than a hundred students gathered in Ecuador to edit Wikipedia|More than a hundred students gathered in Ecuador to edit Wikipedia]]
*[[:outreach:Education/News/January 2019/Selet WikiSchool continues to teach young Tatar language Wikipedians|Selet WikiSchool continues to teach young Tatar language Wikipedians]]
*[[:outreach:Education/News/January 2019/The WikiClub contributes to the development of our human qualities |The WikiClub contributes to the development of our human qualities]]
*[[:outreach:Education/News/January 2019/Third prize for Wikipedia in schools project|Third prize for Wikipedia in schools project]]
*[[:outreach:Education/News/January 2019/We've updated the design of Education space!|We've updated the design of Education space!]]
*[[:outreach:Education/News/January 2019/WikiChallenge Ecoles d'Afrique 2019|The WikiChallenge Ecoles d'Afrique is back]]
*[[:outreach:Education/News/January 2019/Wiki Advanced Training at VVIT|Wiki Advanced Training at VVIT]]
*[[:outreach:Education/News/January 2019/WikiEducation in Albania from WoALUG|Creating our first WikiClub]]
*[[:outreach:Education/News/January 2019/WikiClubs participate in edit-a-thon of cartoons|WikiClubs participate in edit-a-thon of cartoons]]
*[[:outreach:Education/News/January 2019/Wikimedia and Education in Portugal: Where are we now|Wikimedia and Education in Portugal: Where are we now]]
*[[:outreach:Education/News/January 2019/Wikimedia Israel: “Wikipedia Ambassadors” program for Arabic-speaking schools is launched|Wikimedia Israel: “Wikipedia Ambassadors” program for Arabic-speaking schools is launched]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 04:41, 29 January 2019 (UTC)&lt;/div&gt;
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== This Month in Education: February 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 2 &amp;#x2022; February 2019&lt;/span&gt;

----

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/February 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/February 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/February 2019/Wikimedia User Group Nigeria in Collaboration with AfroCrowd Celebrate Black Month History with a 2Day Editathon|Wikimedia User Group Nigeria in Collaboration with AfroCrowd Celebrate Black Month History with a 2Day Editathon]]
* [[:outreach:Education/News/February 2019/Wikimedia+Education Programme announced|Wikimedia+Education Programme announced]]
* [[:outreach:Education/News/February 2019/Wikipedia in Education, Uruguay|Wikipedia in Education, Uruguay]]
* [[:outreach:Education/News/February 2019/Oslo Metropolitan University hires “Wikipedia-assistants”|Oslo Metropolitan University hires “Wikipedia-assistants”]]
* [[:outreach:Education/News/February 2019/Basque Education Program: 2018 in review|Basque Education Program: 2018 in review]]
* [[:outreach:Education/News/February 2019/Wikimedia Israel introduces Wikidata to Education|Wikimedia Israel introduces Wikidata to Education]]
* [[:outreach:Education/News/February 2019/Wikimedia Serbia made tutorials in Serbian language on editing Wikipedia|Wikimedia Serbia made tutorials in Serbian language on editing Wikipedia]]
* [[:outreach:Education/News/February 2019/Seminar on wikis in education|Seminar on wikis in education]]
* [[:outreach:Education/News/February 2019/Wikimedia, Tourism and Education: Launching project ISAL|Wikimedia, Tourism and Education: Launching project ISAL]]
* [[:outreach:Education/News/February 2019/The Swiss Lab: Wikipedia as a game|The Swiss Lab: Wikipedia as a game]]
* [[:outreach:Education/News/February 2019/Meet Hungary|Meet Hungary]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 17:52, 27 February 2019 (UTC)&lt;/div&gt;
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== This Month in Education: March 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 3 &amp;#x2022; March 2019&lt;/span&gt;

----

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/March 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/March 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/March 2019/Wikimedia at MLW2019|Wikimedia at UNESCO Mobile Learning Week 2019]]
* [[:outreach:Education/News/March 2019/Wiki Education publishes evaluation on how to get subject matter experts to edit|Wiki Education publishes evaluation on how to get subject matter experts to edit]]
* [[:outreach:Education/News/March 2019/WikiGap brings editors to close WikiGap|WikiGap brings editors to close WikiGap and open Wiki Pathshala]]
* [[:outreach:Education/News/March 2019/Education Mapping exercise is open for public review|Education Mapping exercise is open for public review]]
* [[:outreach:Education/News/March 2019/Wikimedia movement projects and activities presented at EDU RUSSIA 2019 forum|Wikimedia movement projects and activities presented at EDU RUSSIA 2019 forum]]
* [[:outreach:Education/News/March 2019/“Edit-a-thons give us opportunity to distract from common interests” The club members write articles about New Year|“Edit-a-thons give us opportunity to distract from common interests” The club members write articles about New Year]]
* [[:outreach:Education/News/March 2019/WikiClub as a non-formal educational centre in rural communities|WikiClub as a non-formal educational centre in rural communities]]
* [[:outreach:Education/News/March 2019/Mini-MWT at VVIT (Feb 2019)|Mini MediaWiki Training at VVIT]]&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 06:31, 28 March 2019 (UTC)&lt;/div&gt;
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== Bring your idea for Wikimedia in Education to life! Launch of the Wikimedia Education Greenhouse ==

{{center|'''Apply for Education Greenhouse'''}}

[[File:Wikimedia Education Greenhouse logo button.svg|frameless|left|120px]]
Are you passionate about open education? Do you have an idea to apply Wikimedia projects to an education initiative but don’t know where to start? Join the the Wikimedia &amp; Education Greenhouse! It is an immersive co-learning experience that lasts 9 months and will equip you with the skills, knowledge and support you need to bring your ideas to life. You can apply as a team or as an individual, by May 12th. Find out more &lt;big&gt; [[:outreach:Education/Greenhouse|Education Greenhouse]].&lt;/big&gt; For more information reachout to mguadalupe{{@}}wikimedia.org

—[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 11:16, 5 April 2019 (UTC)
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== This Month in Education: April 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 4 &amp;#x2022; April 2019&lt;/span&gt;

----

&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/April 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/April 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/April 2019/Launch of the Wikimedia &amp; Education Greenhouse!|Launch of the Wikimedia &amp; Education Greenhouse!]]
* [[:outreach:Education/News/April 2019/Wikipedia Student Scholar|Wikipedia Student Scholar]]
* [[:outreach:Education/News/April 2019/Wikimedia Commons: a highly hostile place for multimedia students contributions|Wikimedia Commons: a highly hostile place for multimedia students contributions]]
* [[:outreach:Education/News/April 2019/Wikimedia+Education Conference highlights|Wikimedia+Education Conference highlights]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 01:27, 24 April 2019 (UTC)&lt;/div&gt;
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== This Month in Education: May 2019 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 5 &amp;#x2022; May 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[Outreach:Education/Newsletter/May 2019|Contents]] &amp;#x2022; [[Outreach:Education/Newsletter/May 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:Outreach:Education/News/May 2019/Education in Wales|Education in Wales]]
*[[:Outreach:Education/News/May 2019/Wikimedia &amp; Education Greenhouse: Applications closed!|Wikimedia &amp; Education Greenhouse: Applications closed!]]
*[[:Outreach:Education/News/May 2019/Meet Germany|Wiki Camp 'Meet Germany']]
*[[:Outreach:Education/News/May 2019/Seniors also count!|Seniors also count!]]
*[[:Outreach:Education/News/May 2019/Mandatory internship at Wikimedia Armenia|Mandatory internship at Wikimedia Armenia]]
*[[:Outreach:Education/News/May 2019/Wikimedia Experience Survey by VVIT WikiConnect|Wikimedia Experience Survey by VVIT WikiConnect]]
*[[:Outreach:Education/News/May 2019/OFWA Wikipedia Education Highlights April 2019|OFWA Wikipedia Education Highlights April 2019]]
*[[:Outreach:Education/News/May 2019/Wikimedia Education at &quot;Wikicamp Chattogram 2019&quot;|Wikimedia Education at &quot;Wikicamp Chattogram 2019&quot;]]
*[[:Outreach:Education/News/May 2019/Edit a thon about flora and fauna to celebrate the earth day|Edit a thon about flora and fauna to celebrate the earth day]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:16, 29 May 2019 (UTC)&lt;/div&gt;
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== This Month in Education: June 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 6 &amp;#x2022; June 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/June 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/June 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[outreach:Education/News/June 2019/The introduction of the Wikipedia into the educational program has expanded|The introduction of the Wikipedia into the educational program has expanded]]
*[[outreach:Education/News/June 2019/Welcome Vasanthi|Welcome Vasanthi to the Education Team!]]
*[[outreach:Education/News/June 2019/Wikimedia Education SAARC Conference happening in India|Wikimedia Education SAARC Conference happening in India]]
*[[outreach:Education/News/June 2019/&quot;Won't somebody please think of the children?&quot;|&quot;Won't somebody please think of the children?&quot;]]
*[[outreach:Education/News/June 2019/The first Annual Report of VVIT WikiConnect|The first Annual Report of VVIT WikiConnect]]
*[[outreach:Education/News/June 2019/An effective collaboration of WikiClubs and schools|An effective collaboration of WikiClubs and schools]]
*[[outreach:Education/News/June 2019/Wikiclassroom: New way for students' inspiration|Wikiclassroom: New way for students' inspiration]]
*[[outreach:Education/News/June 2019/Wikipedia as a classroom activity kicks off in Kosovo|Wikipedia as a classroom activity kicks off in Kosovo]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 17:40, 6 July 2019 (UTC)&lt;/div&gt;
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== This Month in Education: July 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 7 &amp;#x2022; July 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/July 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/July 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/July 2019/First WikiEducation gathering in Mexico|First WikiEducation gathering in Mexico]]
*[[:outreach:Education/News/July 2019/SEABA school in India has hired a Wikimedian to teach Wikimedia project in their school.|SEABA school in India has hired a Wikimedian to teach Wikimedia project in their school.]]
*[[:outreach:Education/News/July 2019/Selet WikiSchool: results of first half of 2019|Selet WikiSchool: results of first half of 2019]]
*[[:outreach:Education/News/July 2019/Students Use Archival Documents in a Competition, WMIL|Students Use Archival Documents in a Competition, WMIL]]
*[[:outreach:Education/News/July 2019/Stepanakert WikiClub: Meeting with the Speaker of the Artsakh Parliament - Ashot Ghoulian|Stepanakert WikiClub: Meeting with the Speaker of the Artsakh Parliament - Ashot Ghoulian]]

*[[:outreach:Education/News/July 2019/Collaboration with American University of Armenia|Collaboration with American University of Armenia]]
*[[:outreach:Education/News/July 2019/Finalizing the Collaboration with Armenian Education Foundation|Finalizing the Collaboration with Armenian Education Foundation]]
*[[:outreach:Education/News/July 2019/Wikimedia Education SAARC Conference Journey|Wikimedia Education SAARC Conference Journey]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 09:53, 30 July 2019 (UTC)&lt;/div&gt;
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== This Month in Education: August 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 8 &amp;#x2022; August 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/August 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/August 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/August 2019/Summer WikiCamp for secondary school students 2019 in Armenia|Summer WikiCamp for secondary school students 2019 in Armenia]]
* [[outreach:Education/News/August 2019/Together, we can create an environment that promotes Quality Education|Together, we can create an environment that promotes Quality Education]]
* [[outreach:Education/News/August 2019/International Days and pop culture motivate primary and secondary education students to write on Wikipedia and Wikidata|International Days and pop culture motivate primary and secondary education students to write on Wikipedia and Wikidata]]
* [[outreach:Education/News/August 2019/Quality learning and recruiting students at Edu Wiki camp|Quality learning and recruiting students at Edu Wiki camp]]
* [[outreach:Education/News/August 2019/We spend such wonderful days in WikiCamps that noone wants to return home|We spend such wonderful days in WikiCamps that noone wants to return home]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 01:00, 5 September 2019 (UTC)&lt;/div&gt;
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== This Month in Education: September 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 9 &amp;#x2022; September 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/September 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/September 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/September 2019/Learning history by expanding articles about novels|Learning history by expanding articles about novels]]
*[[:outreach:Education/News/September 2019/Organizing the Education space at Wikimania 2019 - A conversation with Shani Evenstein|Organizing the Education space at Wikimania 2019 - A conversation with Shani Evenstein]]
*[[:outreach:Education/News/September 2019/Wiki Goes to School is back in three cities in Indonesia|Wiki Goes to School is back in three cities in Indonesia]]
*[[:outreach:Education/News/September 2019/Wikipedia workshop at the Summer IT School for Teachers|Wikipedia workshop at the Summer IT School for Teachers]]
*[[:outreach:Education/News/September 2019/WikiChallenge Ecoles d'Afrique 2019 is over|WikiChallenge Ecoles d'Afrique 2019 is over]]
*[[:outreach:Education/News/September 2019/Wikipedia Education Program launched in Bangladesh|Wikipedia Education Program held at Netrokona Government College, Bangladesh]]
*[[:outreach:Education/News/September 2019/Stepanakert WikiClub turns 4!|Stepanakert WikiClub turns 4!]]
*[[:outreach:Education/News/September 2019/Wikimedia Indonesia trained the trainers through WikiPelatih 2019|Wikimedia Indonesia trained the trainers through WikiPelatih 2019]]
*[[:outreach:Education/News/September 2019/Students learning Wikipedia editing by attending Wikicamp at Nabran|Students learning Wikipedia editing by attending Wikicamp at Nabran]]
*[[:outreach:Education/News/September 2019/What is happening at Wikimedia Space?|What is happening at Wikimedia Space?]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:34, 1 October 2019 (UTC)&lt;/div&gt;
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== This Month in Education: October 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 10 &amp;#x2022; October 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/October 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[outreach:Education/News/October 2019/Wikimedia Chile launched its new online course for school teachers|Wikimedia Chile launched its new online course for school teachers]]
*[[outreach:Education/News/October 2019/Wikimedia Norway is developing an education program for Sámi students and universities teaching Sámi subjects|Wikimedia Norway is developing an education program for Sámi students and universities teaching Sámi subjects]]
*[[outreach:Education/News/October 2019/Teachers Association of the Republic of Indonesia (PGRI) Keeps Improving Teachers’ Digital Literacy Through the Use of Wikipedia|Teachers Association of the Republic of Indonesia (PGRI) Keeps Improving Teachers’ Digital Literacy Through the Use of Wikipedia]]
*[[outreach:Education/News/October 2019/Lectures on Wikipedia at the the University of Warsaw|Lectures on Wikipedia at the the University of Warsaw]]

*[[outreach:Education/News/October 2019/Wikicamp in Armenia through the Eyes of Foreigners| Wikicamp in Armenia through the Eyes of Foreigners]]
*[[outreach:Education/News/October 2019/New Wiki Education evaluation report of Wikidata courses published|New Wiki Education evaluation report of Wikidata courses published courses.]]
*[[outreach:Education/News/October 2019/Youth Salon by VVIT WikiConnect along with Wikipedia &amp; Education user group|Wikimedia 2030 Strategoy Youth Salon by VVIT WikiConnect]]
*[[outreach:Education/News/October 2019/Wikimedia &amp; Education Greenhouse – Highlights from the first unit of the online course|Wikimedia &amp; Education Greenhouse – Highlights from the first unit of the online courses.]]
*[[outreach:Education/News/September 2019/What is happening at Wikimedia Space?|What is happening at Wikimedia Space?]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 08:30, 25 October 2019 (UTC)&lt;/div&gt;
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== This Month in Education: November 2019 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 8 &amp;#x2022; Issue 11 &amp;#x2022; November 2019&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2019|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/October 2019/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
*[[:outreach:Education/News/November 2019/GOES for Ghana|Wikimedians aim to make a difference in the lives of students in Ghana with support from the Wikimedia &amp; Education Greenhouse]]
*[[:outreach:Education/News/November 2019/The Third &quot;Editatón WikiUNAM&quot;|The Third &quot;Editatón WikiUNAM&quot;]]
*[[:outreach:Education/News/November 2019/Spreading Free Knowledge in the Land of Minangkabau|Spreading Free Knowledge in the Land of Minangkabau]]
*[[:outreach:Education/News/November 2019/What can we learn from the Open Education movement about attaining educational SDG in the digital age?|What can we learn from the Open Education movement about attaining educational SDG in the digital age?]]
*[[:outreach:Education/News/November 2019/We are highlighting the work User:Ixocactus for his contributions in Wikimedia &amp; Education‎| We are highlighting the work of User:Ixocactus this month‎]]
*[[:outreach:Education/News/November 2019/“Olympic sports through history” on Serbian Wikipedia|“Olympic sports through history” on Serbian Wikipedia courses.]]
*[[:outreach:Education/News/November 2019/Workshops with Wiki Club members|Workshops with Wiki Club members]]
*[[:outreach:Education/News/November 2019/&quot;Learning about other Culture&quot; SEABA School, Lehragaga|&quot;Learning about other Culture&quot; SEABA School, Lehragaga.]]
*[[:outreach:Education/News/November 2019/What is happening at Wikimedia Space?|What is happening at Wikimedia Space?]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 03:15, 29 November 2019 (UTC)&lt;/div&gt;
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== This Month in Education: January 2020 ==

{| style=&quot;width:70%;&quot;
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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;bull; Issue 1 &amp;bull; January 2020&lt;/span&gt;

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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2019|Contents]] &amp;bull; [[outreach:Education/Newsletter/January 2019/Headlines|Headlines]] &amp;bull; [[:m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;

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&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;

&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[:outreach:Education/News/January 2020/Featured education community member of January 2020|Meet this month's featured Wikimedia &amp; Education community member: User:Parvathisri]]
* [[:outreach:Education/News/January 2020/Alva's college collaboration|Alva's college collaboration]]
* [[:outreach:Education/News/January 2020/EtnoWiki strikes again!|EtnoWiki strikes again in Poland!]]
* [[:outreach:Education/News/January 2020/Internship program: Engaging New Volunteers to Join the Community|Internship program: Engaging New Volunteers to Join the Community]]
* [[:outreach:Education/News/January 2020/Joint translations as language studying tool in Karvachar’s Wikiclub|Joint translations as language studying tool in Karvachar’s Wikiclub]]
* [[:outreach:Education/News/January 2020/Selet WikiSchool introduces Wikinews and other Wikimedia projects|Selet WikiSchool introduces Wikinews and other Wikimedia projects]]
* [[:outreach:Education/News/January 2020/Training of Trainers for Teachers in South Sulawesi Was Organized For the First Time|Training of Trainers for Teachers in South Sulawesi Was Organized For the First Time]]
* [[:outreach:Education/News/January 2020/Twenty video tutorials in Serbian language on editing Wikipedia|Twenty video tutorials in Serbian language on editing Wikipedia]]
* [[:outreach:Education/News/January 2020/Updates from Wikimedia Education database edit-a-thon|Updates from Wikimedia Education database edit-a-thon]]
* [[:outreach:Education/News/January 2020/Wiki Club Ohrid grows|Wiki Club Ohrid grows]]
* [[:outreach:Education/News/January 2020/Wiki Masuk Sekolah (Wiki Goes to School) Involved the Students in Producing and Sharing Knowledge Through Wikipedia|Wiki Masuk Sekolah (Wiki Goes to School) Involved the Students in Producing and Sharing Knowledge Through Wikipedia]]
* [[:outreach:Education/News/January 2020/Wikiclassroom as a New Means of Gaining Knowledge|Wikiclassroom as a New Means of Gaining Knowledge]]
* [[:outreach:Education/News/January 2020/Wikimedia &amp; Education Greenhouse – Highlights from the second unit of the online course|Wikimedia &amp; Education Greenhouse – Highlights from the second unit of the online course]]
* [[:outreach:Education/News/January 2020/WoALUG collaboration with educational institution BONEVET in Prishtina|WoALUG collaboration with educational institution BONEVET in Prishtina]]

&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:26, 3 February 2020 (UTC)&lt;/div&gt;
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== This Month in Education: February 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 1 &amp;#x2022; February 2020&lt;/span&gt;
----&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/February 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/February 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[:outreach:Education/News/February 2020/Featured education community member of February 2020|Featured education community member of February 2020]]
* [[:outreach:Education/News/February 2020/Wikipedia in Mayan Language|Wikipedia in Mayan Language]]
* [[:outreach:Education/News/February 2020/Open Education Week - events with Wikimedia Poland|Open Education Week - events with Wikimedia Poland]]
* [[:outreach:Education/News/February 2020/Youngest wikimedians ever editing Txikipedia|Youngest wikimedians ever editing Txikipedia]]
* [[:outreach:Education/News/February 2020/Fashion and digital citizenship at Bath Spa University|Fashion and digital citizenship at Bath Spa University]]
* [[:outreach:Education/News/February 2020/WoALUG and REC Albania continue their collaboration in Wikimedia Education|WoALUG and REC Albania continue their collaboration in Wikimedia Education]]
* [[:outreach:Education/News/February 2020/Respati Project|Respati Project]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 22:06, 3 March 2020 (UTC)&lt;/div&gt;
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== This Month in Education: March 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 3 &amp;#x2022; March 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/March 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/March 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/March 2020/An Update on Wikimedia Indonesia’s Education Program|An Update on Wikimedia Indonesia’s Education Program]]
* [[outreach:Education/News/March 2020/Education Program in CUC Sur, Jalisco, México|Education Program in CUC Sur, Jalisco, México]]
* [[outreach:Education/News/March 2020/Featured education community member of March 2020|Meet this month's featured Wikimedia &amp; Education community member: Amber Berson]]
* [[outreach:Education/News/March 2020/Enhancing Armenian Wikipedia with professional articles|Enhancing Armenian Wikipedia with professional articles]]
* [[outreach:Education/News/March 2020/How collaborations and perseverance contributed to an especially impactful educational project|How collaborations and perseverance contributed to an especially impactful educational project]]
* [[outreach:Education/News/March 2020/Wikimedia Argentina carried out the first training program in education and Human Rights for the Wikimedia Movement|Wikimedia Argentina carried out the first training program in education and Human Rights for the Wikimedia Movement]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 15:30, 30 March 2020 (UTC)&lt;/div&gt;
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== This Month in Education: April 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 4 &amp;#x2022; April 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/April 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/April 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/April 2020/ Wikipedia Reveals New Sides of Translation|Wikipedia Reveals New Sides of Translation]]
* [[outreach:Education/News/April 2020/Education Webinars organized by Wikimedia México|Education Webinars organized by Wikimedia México]]
* [[outreach:Education/News/April 2020/Fact checking tool with library under cc-license|Fact checking tool with library under cc-license]]
* [[outreach:Education/News/April 2020/Fast help for schools: An interactive platform for Open Educational Resources|Fast help for schools: An interactive platform for Open Educational Resources]]
* [[outreach:Education/News/April 2020/Featured education community member of April 2020|Meet this month's featured Wikimedia &amp; Education community member]]
* [[outreach:Education/News/April 2020/Wiki Club Ashesi Welcomes Onboard a New Patron|Wiki Club Ashesi Welcomes Onboard a New Patron]]
* [[outreach:Education/News/April 2020/Wiki-school project with Wikimedia Poland|Wiki-school. A new program for teachers in Poland]]
* [[outreach:Education/News/April 2020/Wikimedia Serbia was organized action on improving students assignments on Wikipedia|Wikimedia Serbia was organized action on improving students assignments on Wikipedia]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 10:45, 5 May 2020 (UTC)&lt;/div&gt;
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== This Month in Education: May 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 5 &amp;#x2022; May 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/May 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/May 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/May 2020/EduWiki challenge México by Wikimedia México|EduWiki challenge México by Wikimedia México]]
* [[outreach:Education/News/May 2020/Featured education community member of May 2020|Featured education community member of May 2020]]
* [[outreach:Education/News/May 2020/Sharing Wikimedia Education Projects in the Philippines|Sharing Wikimedia Education Projects in the Philippines]]
* [[outreach:Education/News/May 2020/Turkish professors are giving Wikipedia assignments during Covid-19 days|Turkish professors are giving Wikipedia assignments during Covid-19 days]]
* [[outreach:Education/News/May 2020/Wikidata introduced in Faculty of Economics, University of Belgrade|Wikidata introduced in Faculty of Economics, University of Belgrade]]
* [[outreach:Education/News/May 2020/Wikipedia as career counseling tool for teenagers|Wikipedia as career counseling tool for teenagers]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 16:39, 10 June 2020 (UTC)&lt;/div&gt;
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== This Month in Education: June 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 6 &amp;#x2022; June 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/June 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/June 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/June 2020/Understanding Wikimedia Affiliates Evaluation in Education Report|Understanding Wikimedia Affiliates Evaluation in Education Report]]
* [[outreach:Education/News/June 2020/Understanding Wikimedia Community as Research Fellows|Understanding Wikimedia Community as Research Fellows]]
* [[outreach:Education/News/June 2020/Participants of Wiki/Ponder online workshop in Kosovo edit Wikipedia|Participants of Wiki/Ponder online workshop in Kosovo edit Wikipedia]]
* [[outreach:Education/News/June 2020/Wikimedia &amp; Education Greenhouse – Celebrating the final unit of the online course!|Wikimedia &amp; Education Greenhouse – Celebrating the final unit of the online course!]]
* [[outreach:Education/News/June 2020/Wikipedia in schools competing for innovations in teaching award|Wikipedia in schools competing for innovations in teaching award]]
* [[outreach:Education/News/June 2020/Featured education community member of June 2020|Meet this month's featured Wikimedia &amp; Education community member: Oleh Kushch]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 03:54, 24 June 2020 (UTC)&lt;/div&gt;
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== This Month in Education: July 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 &amp;#x2022; Issue 7 &amp;#x2022; July 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/July 2020|Contents]] &amp;#x2022; [[outreach:Education/Newsletter/July 2020/Headlines|Headlines]] &amp;#x2022; [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/July 2020/About Education at the Wikimedia Polska Conference|About Education at the Wikimedia Polska Conference]]
* [[outreach:Education/News/July 2020/Featured education community member of July 2020|Featured education community member]]
* [[outreach:Education/News/July 2020/The importance of having an Education and Human Rights Program|The importance of having an Education and Human Rights Program]]
* [[outreach:Education/News/July 2020/The Welsh Wiki-Education project|The Welsh Wiki-Education project]]
* [[outreach:Education/News/July 2020/Wikimedia Chile faces the challenge of mandatory virtuality|Wikimedia Chile faces the challenge of mandatory virtuality]]
* [[outreach:Education/News/July 2020/WoALUG and Canadian Institute of Technology write about women in tech|WoALUG and Canadian Institute of Technology write about women in tech]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 05:27, 5 August 2020 (UTC)&lt;/div&gt;
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== This Month in Education: August 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 8 • August 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/August 2020|Contents]] • [[outreach:Education/Newsletter/August 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/August 2020/Collaboration between Karvachar Armath laboratory and Karvachar’s Wikiclub as a new educational platform for the teenagers|Collaboration between Karvachar Armath laboratory and Karvachar’s Wikiclub as a new educational platform for the teenagers]]
* [[outreach:Education/News/August 2020/Education cycle “Wikipedia, the free encyclopedia: an instructional strategy for the teaching practice” organized by the Faculty of Education Sciences of the Universidad Autónoma de Tlaxcala and Wikimedia México.|Education cycle “Wikipedia, the free encyclopedia: an instructional strategy for the teaching practice”]]

* [[outreach:Education/News/August 2020/3rd edition of Wikipedia Education Program in Hebron, Palestine. (COVID-19 edition)|3rd edition of Wikipedia Education Program in Hebron, Palestine. (COVID-19 edition)]]
* [[outreach:Education/News/August 2020/Introductory Wikipedia Workshop with Future Engineers: First Step of Education Program|Introductory Wikipedia Workshop with Future Engineers: First Step of Education Program]]
* [[outreach:Education/News/August 2020/A picture is worth a thousand words: history students research pictures on Commons|A picture is worth a thousand words: history students research pictures on Commons]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 13:33, 23 August 2020 (UTC)&lt;/div&gt;
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== This Month in Education: September 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 9 • September 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/September 2020|Contents]] • [[outreach:Education/Newsletter/September 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/September 2020/Active autumn in the Polish wiki-education|Active autumn in the Polish wiki-education]]
* [[outreach:Education/News/September 2020/Cycle &quot;Caminos y voces de la educación con Wikipedia&quot;|Cycle &quot;Caminos y voces de la educación con Wikipedia&quot;]]
* [[outreach:Education/News/September 2020/Featured education community member of September 2020|Featured education community member of September 2020]]
* [[outreach:Education/News/September 2020/The Use of Wikipedia and Wikimedia Commons as tool for Module Development in the Philippines|The Use of Wikipedia and Wikimedia Commons as tool for Module Development in the Philippines]]
* [[outreach:Education/News/September 2020/Wikimedia Indonesia Education Team Launched Their Books About Wikipedia|Wikimedia Indonesia Education Team Launched Their Books About Wikipedia]]
* [[outreach:Education/News/September 2020/Wikimedia Serbia is organizing the first online Edu Wiki camp|Wikimedia Serbia is organizing the first online Edu Wiki camp]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 12:49, 23 September 2020 (UTC)&lt;/div&gt;
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== This Month in Education: October 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 10 • October 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2020|Contents]] • [[outreach:Education/Newsletter/October 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/October 2020/Collegiate Students Fight Historical Revisionism Through Online Wikipedia Edit-a-thon|Collegiate Students Fight Historical Revisionism Through Online Wikipedia Edit-a-thon]]
* [[outreach:Education/News/October 2020/Digital skills using Wikimedia Art + Feminism|Digital skills using Wikimedia Art + Feminism]]
* [[outreach:Education/News/October 2020/Editathon “¡No se olvida!” (We don’t forget!)|Editathon “¡No se olvida!” (We don’t forget!)]]
* [[outreach:Education/News/October 2020/Education news bytes|Education news bytes]]
* [[outreach:Education/News/October 2020/Featured education community member of October 2020|Featured education community member of October 2020]]
* [[outreach:Education/News/October 2020/Teaching Wikipedia at University of Tromsø with support from the Sámi Parliament|Teaching Wikipedia at University of Tromsø with support from the Sámi Parliament]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 12:59, 25 October 2020 (UTC)&lt;/div&gt;
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== This Month in Education: November 2020 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 9 • Issue 11 • November 2020&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/November 2020|Contents]] • [[outreach:Education/Newsletter/November 2020/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/November 2020/Celebrating 10 years of student editing in the United States and Canada|Celebrating 10 years of student editing in the United States and Canada]]
* [[outreach:Education/News/November 2020/Cooperation in digital education – Wikimedia Polska conference|Cooperation in digital education – Wikimedia Polska conference]]
* [[outreach:Education/News/November 2020/Education Team 2020 Year End Review|Education Team 2020 Year End Review]]
* [[outreach:Education/News/November 2020/Featured education community members of 2020|Featured education community members of 2020]]
* [[outreach:Education/News/November 2020/Fifteen years of implementation of the Wikipedia Education Program in Serbia|Fifteen years of implementation of the Wikipedia Education Program in Serbia]]
* [[outreach:Education/News/November 2020/Hablon User Group and UP Internet Freedom Network Wikipedia Edit-a-thon|Hablon User Group and UP Internet Freedom Network Wikipedia Edit-a-thon]]
* [[outreach:Education/News/November 2020/Online trainings on Wikipedia with high school students of Kosova|Online trainings on Wikipedia with high school students of Kosova]]
* [[outreach:Education/News/November 2020/Photographics and free culture training in Cameroon and Switzerland|Photographics and free culture training in Cameroon and Switzerland]]
* [[outreach:Education/News/November 2020/The article about Wiki-education in the science magazine|The article about Wiki-education in the science magazine]]
* [[outreach:Education/News/November 2020/The first Online EduWiki Camp in Serbia|The first Online EduWiki Camp in Serbia]]
* [[outreach:Education/News/November 2020/Wikimedia Mexico’s Education Program celebrates Open Access Week 2020|Wikimedia Mexico’s Education Program celebrates Open Access Week 2020]]
* [[outreach:Education/News/November 2020/Wikipedia as a Tool to Educate and to Be Educated|Wikipedia as a Tool to Educate and to Be Educated]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 07:14, 17 December 2020 (UTC)&lt;/div&gt;
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== This Month in Education: January 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 1 • January 2021&lt;/span&gt;
----&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2021|Contents]] • [[outreach:Education/Newsletter/January 2021/Headlines|Headlines]] • [[metawiki:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/January 2021/Featured education community member of January 2021|Featured education community member of January 2021]]
* [[outreach:Education/News/January 2021/Open Education Global 2020 Conference|Open Education Global 2020 Conference]]
* [[outreach:Education/News/January 2021/Reading Wikipedia in Bolivia|Reading Wikipedia in Bolivia]]
* [[outreach:Education/News/January 2021/The impact of war on young Wikimedians in Stepanakert|The impact of war on young Wikimedians in Stepanakert]]
* [[outreach:Education/News/January 2021/The Possibility of Open-Access Learning Portals in the Philippines|The Possibility of Open-Access Learning Portals in the Philippines]]
* [[outreach:Education/News/January 2021/Training Resources about Author’s Rights published by Wiki in Africa|Training Resources about Author’s Rights published by Wiki in Africa]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:26, 23 January 2021 (UTC)&lt;/div&gt;
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== This Month in Education: January 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 1 • January 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/January 2021|Contents]] • [[outreach:Education/Newsletter/January 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/January 2021/Featured education community member of January 2021|Featured education community member of January 2021]]
* [[outreach:Education/News/January 2021/Open Education Global 2020 Conference|Open Education Global 2020 Conference]]
* [[outreach:Education/News/January 2021/Reading Wikipedia in Bolivia|Reading Wikipedia in Bolivia]]
* [[outreach:Education/News/January 2021/The impact of war on young Wikimedians in Stepanakert|The impact of war on young Wikimedians in Stepanakert]]
* [[outreach:Education/News/January 2021/The Possibility of Open-Access Learning Portals in the Philippines|The Possibility of Open-Access Learning Portals in the Philippines]]
* [[outreach:Education/News/January 2021/Training Resources about Author’s Rights published by Wiki in Africa|Training Resources about Author’s Rights published by Wiki in Africa]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 15:35, 24 January 2021 (UTC)&lt;/div&gt;
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== This Month in Education: February 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 2 • February 2021&lt;/span&gt;
----&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/February 2021|Contents]] • [[outreach:Education/Newsletter/February 2021/Headlines|Headlines]] • [[metawiki:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/February 2021/Education news bytes|Wikimedia Education news bytes]]
* [[outreach:Education/News/February 2021/Featured education community member of February 2021|Featured education community member of February 2021]]
* [[outreach:Education/News/February 2021/Karvachar Wikiclub continues its activities online|Karvachar Wikiclub continues its activities online]]
* [[outreach:Education/News/February 2021/Over 4,000 references added|Over 4,000 more references added! 1Lib1Ref campaign in Poland]]
* [[outreach:Education/News/February 2021/Philippines Climate Change Translate-a-thon|Philippines Climate Change Translate-a-thon]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 07:33, 24 February 2021 (UTC)&lt;/div&gt;
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== This Month in Education: March 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 3 • March 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/March 2021|Contents]] • [[outreach:Education/Newsletter/March 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/March 2021/A Wikipedia Webinar for Indonesian Women Teachers|A Wikipedia Webinar for Indonesian Women Teachers]]
* [[outreach:Education/News/March 2021/Educational program of GLAM Macedonia|Educational program of GLAM Macedonia]]
* [[outreach:Education/News/March 2021/Filling Gaps - the Conference about Education in Poland|Filling the Gaps &amp; Open Education Week]]
* [[outreach:Education/News/March 2021/Featured education community member of March 2021|Meet this month's featured Wikimedia &amp; Education community member: Bara'a Zama'reh]]
* [[outreach:Education/News/March 2021/Using Wikipedia and Bridging the Gender Gap: In-Service training for Teachers in Philippines|Using Wikipedia and Bridging the Gender Gap: In-Service training for Teachers in Philippines]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 11:46, 26 March 2021 (UTC)&lt;/div&gt;
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== This Month in Education: April 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 4 • April 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/April 2021|Contents]] • [[outreach:Education/Newsletter/April 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issuse&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/April 2021/Collaboration with Brusov State University|Collaboration with Brusov State University]]
* [[outreach:Education/News/April 2021/Editing contest &quot;Meet Russia&quot;|Editing contest &quot;Meet Russia&quot;]]
* [[outreach:Education/News/April 2021/Educational project: Wikipedia at the University with the University Center for Economic-Administrative Sciences|Educational project: Wikipedia at the University with the University Center for Economic-Administrative Sciences (Centro Universitario de Ciencias Económico Administrativas (CUCEA)) of the University of Guadalajara]]
* [[outreach:Education/News/April 2021/Regional Meeting of Latin American Education by the EWOC|Regional Meeting of Latin American Education by the EWOC]]
* [[outreach:Education/News/April 2021/Students of the Faculty of Philosophy in Belgrade have started an internship program|Students of the Faculty of Philosophy in Belgrade have started an internship program]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 22:48, 25 April 2021 (UTC)&lt;/div&gt;
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== This Month in Education: May 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 5 • May 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/May 2021|Contents]] • [[outreach:Education/Newsletter/May 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/May 2021/A Multimedia-Rich Wikiversity MOOC from Brazil|A Multimedia-Rich Wikiversity MOOC from Brazil]]
* [[outreach:Education/News/May 2021/Featured education community member of May 2021|Meet this month's featured Wikimedia &amp; Education community member: Maria Weronika Kmoch]]
* [[outreach:Education/News/May 2021/Offline workshop with Nikola Koperniku High School in Albania|Offline workshop with Nikola Koperniku High School in Albania]]
* [[outreach:Education/News/May 2021/Wiki Education Program Organized with the University Students for the First time in Bangladesh|Wiki Education Program Organized with the University Students for the First time in Bangladesh]]
* [[outreach:Education/News/May 2021/Wikimedia Commons workshop with high school students in Kosovo; Workshop with telecommunication students at University of Prishtina|Wikimedia Commons workshop with high school students in Kosovo]]
* [[outreach:Education/News/May 2021/Wikipedia training for the Safeguardians of the Intangible Cultular Heritage|Wikipedia training for the Bearers of Intangible Cultural Heritage in Poland]]
* [[outreach:Education/News/May 2021/“Writing a Wikipedia article isn’t as difficult and unimaginable as it seems”: A case for Wikipedia Education Program in Ukraine|“Writing a Wikipedia article isn’t as difficult and unimaginable as it seems”: A case for Wikipedia Education Program in Ukraine]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 17:37, 27 May 2021 (UTC)&lt;/div&gt;
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== This Month in Education: June 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 6 • June 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/June 2021|Contents]] • [[outreach:Education/Newsletter/June 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/June 2021/Children writing for an encyclopedia – is it possible?|Can children write articles for a wiki encyclopedia?]]
* [[outreach:Education/News/June 2021/Editing contest &quot;Biosphere reserves in the world&quot;|Editing contest &quot;Biosphere reserves in the world&quot;]]
* [[outreach:Education/News/June 2021/Training &amp; workshop on Wikidata and Wikimedia Commons with students from Municipal Learning Center, Gurrakoc|Training &amp; workshop on Wikidata and Wikimedia Commons with students from Municipal Learning Center, Gurrakoc]]
* [[outreach:Education/News/June 2021/Wiki for Human Rights Campaign in the Philippines|Wiki for Human Rights Campaign in the Philippines]]
* [[outreach:Education/News/June 2021/Wiki-School program in Poland at the end of school year|Wikipedia makes children and teachers happy!]]
* [[outreach:Education/News/June 2021/Workshop with students of Language Faculty of Philology, University of Prishtina &quot;Hasan Prishtina&quot;|Workshop with the students of Language Faculty of Philology, University of Prishtina &quot;Hasan Prishtina&quot;]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:57, 23 June 2021 (UTC)&lt;/div&gt;
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== This Month in Education: July 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 7 • July 2021&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/July 2021|Contents]] • [[outreach:Education/Newsletter/July 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/July 2021/UHI Editathon celebrates 10 years as a university|University celebrates 10th anniversary with an Editathon]]
* [[outreach:Education/News/July 2021/A paper on Students' Attitudes Towards the Use of Wikipedia|A paper on Students' Attitudes Towards the Use of Wikipedia]]
* [[outreach:Education/News/July 2021/Announcing the Training of Trainers program for Reading Wikipedia in the Classroom!|Announcing the Training of Trainers program for &quot;Reading Wikipedia in the Classroom&quot;]]
* [[outreach:Education/News/July 2021/MOOC Conocimiento Abierto y Software Libre|MOOC Conocimiento Abierto y Software Libre]]
* [[outreach:Education/News/July 2021/Leamos Wikipedia en Bolivia|Updates on the Leamos Wikipedia en Bolivia 2021]]
* [[outreach:Education/News/July 2021/E-lessons on Wikipedia from Wikimedia Polska|Virtual lessons on Wikipedia from Wikimedia Polska for schools]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:32, 3 August 2021 (UTC)&lt;/div&gt;
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== This Month in Education: August 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 8 • August 2021&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/August 2021|Contents]] • [[outreach:Education/Newsletter/August 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/August 2021/Workshop for the Teachers from Poland|GLAM-wiki Summer in the City: Polish Teachers met in Warsaw]]
* [[outreach:Education/News/August 2021/Wikipedia for School – our largest article contest for Ukrainian teachers|Wikipedia for School – our largest article contest for Ukrainian teachers]]
* [[outreach:Education/News/August 2021/The importance of Social Service: Modality of educational linkage with ITESM, Querétaro campus and Wikimedia Mexico|The importance of Social Service: Modality of educational linkage with ITESM, Querétaro campus and Wikimedia Mexico]]
* [[outreach:Education/News/August 2021/&quot;Searching for the unschooling vibes around Wikipedia&quot; at the Wikimania 2021|Wikimania 2021 and the unschooling vibes around Wikipedia by Wikimedia Polska, Education team]]
* [[outreach:Education/News/August 2021/Open Foundation West Africa Introduces KIWIX Offline to the National Association of Graduate Teachers|Open Foundation West Africa Introduces KIWIX Offline to the National Association of Graduate Teachers]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 13:37, 25 August 2021 (UTC)&lt;/div&gt;
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== This Month in Education: September 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 9 • September 2021&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/September 2021|Contents]] • [[outreach:Education/Newsletter/September 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/September 2021/Cultural history on Wikipedia|Cultural history on Wikipedia]]
* [[outreach:Education/News/September 2021/Education program in Ukraine is finally back to offline|Education program in Ukraine is finally back to offline!]]
* [[outreach:Education/News/September 2021/Reading Wikipedia in the Classroom Module Distribution in the Philippines|Reading Wikipedia in the Classroom Module Distribution in the Philippines]]
* [[outreach:Education/News/September 2021/Senior Citizens WikiTown 2021: Týn nad Vltavou|Senior Citizens WikiTown 2021: Týn nad Vltavou]]
* [[outreach:Education/News/September 2021/WikiXLaEducación: New contest to include articles about education on Wikipedia|#WikiXLaEducación: New contest to include articles about education on Wikipedia]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:Romaine|Romaine]] 19:42, 26 September 2021 (UTC)&lt;/div&gt;
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== This Month in Education: October 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 10 • October 2021&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[outreach:Education/Newsletter/October 2021|Contents]] • [[outreach:Education/Newsletter/October 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[outreach:Education/News/October 2021/1st joint contest Wikimedia UG Georgia and the Ministry of Education of Georgia.|1st joint contest Wikimedia UG Georgia and the Ministry of Education of Georgia]]
* [[outreach:Education/News/October 2021/Promoting more inclusive and equitable support for the Wikimedia Education community|Promoting more inclusive and equitable support for the Wikimedia Education community]]
* [[outreach:Education/News/October 2021/The Second Online EduWiki Camp in Serbia|The Second Online EduWiki Camp in Serbia]]
* [[outreach:Education/News/October 2021/University courses in the UK|Higher and further education courses in the UK]]
* [[outreach:Education/News/October 2021/Wikipedia on Silesia Cieszyn in Poland|Wikipedia on Silesia Cieszyn in Poland and in Czech Republic]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:40, 26 October 2021 (UTC)&lt;/div&gt;
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== This Month in Education: November 2021 ==

{| style=&quot;width:70%;&quot;
| valign=&quot;top&quot; style=&quot;text-align:center; border:1px gray solid; padding:1em;&quot; |&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 10 • Issue 11 • November 2021&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Education/Newsletter/November 2021|Contents]] • [[m:Education/Newsletter/November 2021/Headlines|Headlines]] • [[m:Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[m:Education/News/November 2021/We talked about EduWiki Outreach Collaborators and how Wikimedia Serbia played a role being a part of it|We talked about EduWiki Outreach Collaborators and how Wikimedia Serbia played a role being a part of it]]
* [[m:Education/News/November 2021/Welcome to Meta!|Welcome to Meta!]]
* [[m:Education/News/November 2021/Wikipedia Education Program in Ukraine in 2021|Wikipedia Education Program in Ukraine in 2021]]
* [[m:Education/News/November 2021/Wikipedia and Education Mentorship Program-Serbia and Philippines Partnership|Wikipedia and Education Mentorship Program-Serbia and Philippines Partnership]]
* [[m:Education/News/November 2021/Launch of the Wikimedia Research Fund!|Launch of the Wikimedia Research Fund!]]
* [[m:Education/News/November 2021/Education projects in the Land of Valencia|Education projects in the Land of Valencia]]
* [[m:Education/News/November 2021/A Hatch-Tyap-Wikipedia In-person Training Event|A Hatch-Tyap-Wikipedia In-person Training Event]]
* [[m:Education/News/November 2021/Celebrating Sq Wikipedia Birthday with the Vasil Kamami High School students|Celebrating Sq Wikipedia Birthday with the Vasil Kamami High School students]]
* [[m:Education/News/November 2021/Celebrating Wikidata with the Nikola Koperniku High School students|Celebrating Wikidata with the Nikola Koperniku High School students]]
&lt;/div&gt;
|}
&lt;div style=&quot;margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:18, 21 November 2021 (UTC)&lt;/div&gt;
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== This Month in Education: January 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;&lt;br/&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 1 • January 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2022/30-h Wikipedia Article Writing Challenge|30-h Wikipedia Article Writing Challenge]]
* [[m:Special:MyLanguage/Education/News/January 2022/Announcing Wiki Workshop 2022|Announcing Wiki Workshop 2022]]
* [[m:Special:MyLanguage/Education/News/January 2022/Final exhibition about Cieszyn Silesia region|Final exhibition about Cieszyn Silesia region]]
* [[m:Special:MyLanguage/Education/News/January 2022/Join us this February for the EduWiki Week|Join us this February for the EduWiki Week]]
* [[m:Special:MyLanguage/Education/News/January 2022/Offline Education project WikiChallenge closed its third edition|Offline Education project WikiChallenge closed its third edition]]
* [[m:Special:MyLanguage/Education/News/January 2022/Reading Wikipedia in the Classroom ToT Experience of a Filipina Wikimedian|Reading Wikipedia in the Classroom ToT Experience of a Filipina Wikimedian]]
* [[m:Special:MyLanguage/Education/News/January 2022/Welcoming new trainers of the Reading Wikipedia in the Classroom program|Welcoming new trainers of the Reading Wikipedia in the Classroom program]]
* [[m:Special:MyLanguage/Education/News/January 2022/Wikimedia Israel’s education program: Students enrich Hebrew Wiktionary with Biblical expressions still in use in modern Hebrew|Wikimedia Israel’s education program: Students enrich Hebrew Wiktionary with Biblical expressions still in use in modern Hebrew]]
&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:28, 24 January 2022 (UTC)&lt;/div&gt;
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== This Month in Education: February 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt; {{int:please-translate}}
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 2 • February 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/div&gt;
&lt;/div&gt;
&lt;div style=&quot;column-count: 2; column-width: 35em;&quot;&gt;

* [[m:Special:MyLanguage/Education/News/February 2022/Open Foundation West Africa Expands Open Movement With UHAS|Open Foundation West Africa Expands Open Movement With UHAS]]
* [[m:Special:MyLanguage/Education/News/February 2022/Celebrating the 18th anniversary of Ukrainian Wikipedia|Celebrating the 18th anniversary of Ukrainian Wikipedia]]
* [[m:Special:MyLanguage/Education/News/February 2022/Integrating Wikipedia in the academic curriculum in a university in Mexico|Integrating Wikipedia in the academic curriculum in a university in Mexico]]
* [[m:Special:MyLanguage/Education/News/February 2022/Results of &quot;Reading Wikipedia&quot; workshop in the summer school of Plan Ceibal in Uruguay|Results of &quot;Reading Wikipedia&quot; workshop in the summer school of Plan Ceibal in Uruguay]]
* [[m:Special:MyLanguage/Education/News/February 2022/WikiFundi, offline editing plateform : last release notes and how-tos|WikiFundi, offline editing plateform : last release notes and how-tos]]
* [[m:Special:MyLanguage/Education/News/February 2022/Writing Wikipedia as an academic assignment in STEM fields|Writing Wikipedia as an academic assignment in STEM fields]]
* [[m:Special:MyLanguage/Education/News/February 2022/The Learning and Connection – 1Lib1Ref with African Librarians|The Learning and Connection – 1Lib1Ref with African Librarians]]
&lt;/div&gt;
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:09, 28 February 2022 (UTC)&lt;/div&gt;
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== This Month in Education: March 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 3 • March 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[m:Special:MyLanguage/Education/News/March 2022/Arte+Feminismo Pilipinas:Advocacy on Women Empowerment|Arte+Feminismo Pilipinas:Advocacy on Women Empowerment]]
* [[m:Special:MyLanguage/Education/News/March 2022/The edit-a-thon on Serbian Wikipedia on the occasion of Edu Wiki Week|The edit-a-thon on Serbian Wikipedia on the occasion of Edu Wiki Week]]
* [[m:Special:MyLanguage/Education/News/March 2022/Call for Participation: Higher Education Survey|Call for Participation: Higher Education Survey]]
* [[m:Special:MyLanguage/Education/News/March 2022/Collection of Good Practices in Wikipedia Education|Collection of Good Practices in Wikipedia Education]]
* [[m:Special:MyLanguage/Education/News/March 2022/Conversation: Open education in the Wikimedia Movement views from Latin America|Conversation: Open education in the Wikimedia Movement views from Latin America]]
* [[m:Special:MyLanguage/Education/News/March 2022/EduWiki Week 2022, celebrations and learnings|EduWiki Week 2022, celebrations and learnings]]
* [[m:Special:MyLanguage/Education/News/March 2022/EduWiki Week in Armenia|EduWiki Week in Armenia]]
* [[m:Special:MyLanguage/Education/News/March 2022/Open Education Week at the Universidad Autónoma de Nuevo León|Open Education Week at the Universidad Autónoma de Nuevo León]]
* [[m:Special:MyLanguage/Education/News/March 2022/Wikipedia + Education Talk With Leonard Hagan|Wikipedia + Education Talk With Leonard Hagan]]
* [[m:Special:MyLanguage/Education/News/March 2022/Wikimedia Israel cooperates with Yad Vashem in developing a training course for teachers|Wikimedia Israel cooperates with Yad Vashem in developing a training course for teachers]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:57, 25 March 2022 (UTC)&lt;/div&gt;
&lt;/div&gt;
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== This Month in Education: April 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 4 • April 2022&lt;/span&gt;
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&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[m:Special:MyLanguage/Education/News/April 2022/Audio-Educational Seminar of Wikimedia Mexico|Audio-Educational Seminar of Wikimedia Mexico]]
* [[m:Special:MyLanguage/Education/News/April 2022/Dagbani Wikimedians using digital TV broadcast to train Wikipedia contributors in Ghana|Dagbani Wikimedians using digital TV broadcast to train Wikipedia contributors in Ghana]]
* [[m:Special:MyLanguage/Education/News/April 2022/Digital Education &amp; The Open Space With Herbert Acheampong|Digital Education &amp; The Open Space With Herbert Acheampong]]
* [[m:Special:MyLanguage/Education/News/April 2022/HerStory walks as a part of edit-a-thons|HerStory walks as a part of edit-a-thons]]
* [[m:Special:MyLanguage/Education/News/April 2022/Join us for Wiki Workshop 2022|Join us for Wiki Workshop 2022]]
* [[m:Special:MyLanguage/Education/News/April 2022/The youngest member of Tartu Wikiclub is 15-year-old student|The youngest member of Tartu Wikiclub is 15-year-old student]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 12:51, 24 April 2022 (UTC)&lt;/div&gt;
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== This Month in Education: May 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 5 • May 2022&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[Education/News/May 2022/Wiki Hackathon in Kwara State|Wiki Hackathon in Kwara State]]
* [[Education/News/May 2022/Introduction of the Wikimedia Fan Club to Kwara State University Malete|Introduction of the Wikimedia Fan Club to Kwara State University Malete]]
* [[Education/News/May 2022/Education in Kosovo|Education in Kosovo]]
* [[Education/News/May 2022/Bringing the Wikiprojects to the Island of Catanduanes|Bringing the Wikiprojects to the Island of Catanduanes]]
* [[Education/News/May 2022/Tyap Wikipedia Goes Live|Tyap Wikipedia Goes Live]]
* [[Education/News/May 2022/Spring 1Lib1Ref edition in Poland|Spring 1Lib1Ref edition in Poland]]
* [[Education/News/May 2022/Tyap Editors Host Maiden Wiktionary In-person Training Workshop|Tyap Editors Host Maiden Wiktionary In-person Training Workshop]]
* [[Education/News/May 2022/Wikibooks project in teaching|Wikibooks project in teaching]]
* [[Education/News/May 2022/Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković|Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković]]
* [[Education/News/May 2022/My Journey In The Wiki-Space By Thomas Baah|My Journey In The Wiki-Space By Thomas Baah]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education| Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:43, 1 June 2022 (UTC)&lt;/div&gt;
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== This Month in Education: May 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:40px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:20px; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif; width:900px;&quot;&gt; Volume 11 • Issue 5 • May 2022&lt;/span&gt;
----
&lt;span style=&quot;font-size:larger;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/span&gt;
----
&lt;span style=&quot;color:white; font-size:26px; font-family:Montserrat; display:block; background:#92BFB1; width:100%;&quot;&gt;In This Issue&lt;/span&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em; -moz-column-count: 2; -moz-column-width: 35em; -webkit-column-count: 2; -webkit-column-width: 35em;&quot;&gt;

* [[m:Education/News/May 2022/Wiki Hackathon in Kwara State|Wiki Hackathon in Kwara State]]
* [[m:Education/News/May 2022/Introduction of the Wikimedia Fan Club to Kwara State University Malete|Introduction of the Wikimedia Fan Club to Kwara State University Malete]]
* [[m:Education/News/May 2022/Education in Kosovo|Education in Kosovo]]
* [[m:Education/News/May 2022/Bringing the Wikiprojects to the Island of Catanduanes|Bringing the Wikiprojects to the Island of Catanduanes]]
* [[m:Education/News/May 2022/Tyap Wikipedia Goes Live|Tyap Wikipedia Goes Live]]
* [[m:Education/News/May 2022/Spring 1Lib1Ref edition in Poland|Spring 1Lib1Ref edition in Poland]]
* [[m:Education/News/May 2022/Tyap Editors Host Maiden Wiktionary In-person Training Workshop|Tyap Editors Host Maiden Wiktionary In-person Training Workshop]]
* [[m:Education/News/May 2022/Wikibooks project in teaching|Wikibooks project in teaching]]
* [[m:Education/News/May 2022/Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković|Africa Eduwiki Network Hosted Conversation about Wikimedian in Education with Nebojša Ratković]]
* [[m:Education/News/May 2022/My Journey In The Wiki-Space By Thomas Baah|My Journey In The Wiki-Space By Thomas Baah]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education| Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:54, 1 June 2022 (UTC)&lt;/div&gt;
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== This Month in Education: June 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 6 • June 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2022/Black Lunch Table: Black History Month with Igbo Wikimedians User Group|Black Lunch Table: Black History Month with Igbo Wikimedians User Group]]
* [[m:Special:MyLanguage/Education/News/June 2022/Bolivian Teachers Welcomed Wikipedia in their Classroom|Bolivian Teachers Welcomed Wikipedia in their Classroom]]
* [[m:Special:MyLanguage/Education/News/June 2022/Educational program &amp; Wikivoyage in Ukrainian University|Educational program &amp; Wikivoyage in Ukrainian University]]
* [[m:Special:MyLanguage/Education/News/June 2022/The Great Learning and Connection: Experience from AFLIA|The Great Learning and Connection: Experience from AFLIA]]
* [[m:Special:MyLanguage/Education/News/June 2022/New Mexico Students Join Wikimedia Movement Through WikiForHumanRights Campaign|New Mexico Students Join Wikimedia Movement Through WikiForHumanRights Campaign]]
* [[m:Special:MyLanguage/Education/News/June 2022/The school wiki-project run by a 15 year old student came to an end|The school wiki-project run by a 15 year old student came to an end]]
* [[m:Special:MyLanguage/Education/News/June 2022/The students of Kadir Has University, Istanbul contribute Wikimedia projects in &quot;Civic Responsibility Project&quot; course|The students of Kadir Has University, Istanbul contribute Wikimedia projects in &quot;Civic Responsibility Project&quot; course]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wiki Trip with Vasil Kamami Wikiclub to Berat, the town of one thousand windows|Wiki Trip with Vasil Kamami Wikiclub to Berat, the town of one thousand windows]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wikiclubs in Albania|Wikiclubs in Albania]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wikidata in the classroom FGGC Bwari Experience|Wikidata in the classroom FGGC Bwari Experience]]
* [[m:Special:MyLanguage/Education/News/June 2022/Wikipedia and Secondary Schools in Aotearoa New Zealand|Wikipedia and Secondary Schools in Aotearoa New Zealand]]
* [[m:Special:MyLanguage/Education/News/June 2022/А large-scale online course for teaching beginners to work in Wikipedia has been developed in Russia|А large-scale online course for teaching beginners to work in Wikipedia has been developed in Russia]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:50, 4 July 2022 (UTC)&lt;/div&gt;
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== This Month in Education: July 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 7 • July 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/July 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/July 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/July 2022/Wikimedia Chile launched a teacher guidebook with Wiki tools for Heritage Education|Wikimedia Chile launched a teacher guidebook with Wiki tools for Heritage Education]]
* [[m:Special:MyLanguage/Education/News/July 2022/Wikimedia Serbia received a new accreditation for the professional development program|Wikimedia Serbia received a new accreditation for the professional development program]]
* [[m:Special:MyLanguage/Education/News/July 2022/Wikimedia for Illiterate Persons|Wikimedia for Illiterate Persons]]
* [[m:Special:MyLanguage/Education/News/July 2022/EtnoWiki edit-a-thon in Poland|Polish Wikipedia is enriched with new EtnoWiki content]]
* [[m:Special:MyLanguage/Education/News/July 2022/Career Education through Wikipedia|Career Education through Wikipedia]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 17:38, 3 August 2022 (UTC)&lt;/div&gt;
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== This Month in Education: August 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 8 • August 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/August 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/August 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/August 2022/The Making of a Certified Trainer of Reading Wikipedia in the Classroom|The Making of a Certified Trainer of Reading Wikipedia in the Classroom]]
* [[m:Special:MyLanguage/Education/News/August 2022/Wikimania SDGs 2022: The Kwara Experience|Wikimania SDGs 2022: The Kwara Experience]]
* [[m:Special:MyLanguage/Education/News/August 2022/An adapted Module teacher’s guide in Yoruba and English about Reading Wikipedia in the Classroom in Nigeria is now available on Commons|An adapted Module teacher’s guide in Yoruba and English about Reading Wikipedia in the Classroom in Nigeria is now available on Commons]]
* [[m:Special:MyLanguage/Education/News/August 2022/Reading Wikipedia in the Classroom Kwara, Nigeria: The Trainers Experience|Reading Wikipedia in the Classroom Kwara, Nigeria: The Trainers Experience]]
* [[m:Special:MyLanguage/Education/News/August 2022/Edu Wiki Camp 2022 in Serbia: Together again|Edu Wiki Camp 2022 in Serbia: Together again]]
* [[m:Special:MyLanguage/Education/News/August 2022/Reading Wikipedia in the Classroom Program Nigeria: The Teacher experience |Reading Wikipedia in the Classroom Program Nigeria: The Teacher experience]]
* [[m:Special:MyLanguage/Education/News/August 2022/Wiki For Senior Citizens|Wiki For Senior Citizens]]
* [[m:Special:MyLanguage/Education/News/August 2022/WikiLoves SDGs Nigeria Tours Kwara State University Malete|WikiLoves SDGs Nigeria Tours Kwara State University Malete]]
* [[m:Special:MyLanguage/Education/News/August 2022/Wikiteka project in Poland - summertime|Wikiteka project in Poland - summertime]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 16:00, 7 September 2022 (UTC)&lt;/div&gt;
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== This Month in Education: September 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 9 • September 2022&lt;/span&gt;
&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/September 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/September 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;
&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/September 2022/OpenEdu.ch: centralising training documents, a platform for the teachers' community in Switzerland|OpenEdu.ch: centralising training documents, a platform for the teachers' community in Switzerland]]
* [[m:Special:MyLanguage/Education/News/September 2022/Senior Citizens WikiTown 2022: Exploring Olomouc and its heritage|Senior Citizens WikiTown 2022: Exploring Olomouc and its heritage]]
* [[m:Special:MyLanguage/Education/News/September 2022/Wikimedia Research Fund|Wikimedia Research Fund]]
* [[m:Special:MyLanguage/Education/News/September 2022/Wikimedia Youths Commemorate the International Youth Day 2022 in an exciting way across the globe|Wikimedia Youths Commemorate the International Youth Day 2022 in an exciting way across the globe]]
* [[m:Special:MyLanguage/Education/News/September 2022/Wikipedia, Education, and the Crisis of Information|Wikipedia, Education, and the Crisis of Information]]
&lt;/div&gt;
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== This Month in Education: End of the 2022 ==

&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 11 • Issue 10 • October–November 2022&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/End of the 2022|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/End of the 2022/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2022/2nd Latin American Regional Meeting on Education|2nd Latin American Regional Meeting on Education]]
* [[m:Special:MyLanguage/Education/News/October 2022/Adopting Wikipedia for Secondary School Students in Nigeria Classroom|Adopting Wikipedia for Secondary School Students in Nigeria Classroom]]
* [[m:Special:MyLanguage/Education/News/October 2022/Celebrating 2022 Vibrance in Kwara State University Malete|Celebrating 2022 Vibrance in Kwara State University Malete]]
* [[m:Special:MyLanguage/Education/News/October 2022/Celebrating the Wikipedia and Wikidata Birthday in school|Celebrating the Wikipedia and Wikidata Birthday in school]]
* [[m:Special:MyLanguage/Education/News/October 2022/Report on school libraries in Poland for the Wikiteka project|Report on school libraries in Poland for the Wikiteka project]]
* [[m:Special:MyLanguage/Education/News/October 2022/Wiki For Senior Citizens Network|Wiki For Senior Citizens Network]]
* [[m:Special:MyLanguage/Education/News/October 2022/WikiEducation, Educational practices and experiences in Mexico with Wikipedia and other open resources|WikiEducation, Educational practices and experiences in Mexico with Wikipedia and other open resources]]
* [[m:Special:MyLanguage/Education/News/October 2022/Wikimedia &amp; Education Workshops: a Wiki Movimento Brasil initiative|Wikimedia &amp; Education Workshops: a Wiki Movimento Brasil initiative]]
* [[m:Special:MyLanguage/Education/News/November 2022/An event at the National History Museum in Tirana|An event at the National History Museum in Tirana]]
* [[m:Special:MyLanguage/Education/News/November 2022/Students 24-hour competition on Wikipedia article writing|Students 24-hour competition on Wikipedia article writing]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wiki-Data a Giant at 10|Wiki-Data a Giant at 10]]
* [[m:Special:MyLanguage/Education/News/November 2022/WikiGraphers: Visualizing Open Knowledge|WikiGraphers: Visualizing Open Knowledge]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wikimedia Israel’s Educational Innovation: “Students Write Wikipedia” as a Matriculation-Exam Alternative|Wikimedia Israel’s Educational Innovation: “Students Write Wikipedia” as a Matriculation-Exam Alternative]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wikimedia Morocco User Group Empowers Moroccan Teachers to Use Wikipedia in the Classroom |Wikimedia Morocco User Group Empowers Moroccan Teachers to Use Wikipedia in the Classroom]]
* [[m:Special:MyLanguage/Education/News/November 2022/Wikimedia Russia has released the &quot;Introduction to Wikipedia&quot; textbook|Wikimedia Russia has released the &quot;Introduction to Wikipedia&quot; textbook]]
* [[m:Special:MyLanguage/Education/News/November 2022/“Wikipedia for School” contest was held in Ukraine for the third time|“Wikipedia for School” contest was held in Ukraine for the third time]]
* [[m:Special:MyLanguage/Education/News/November 2022/Announcing the Wikipedia &amp; Education User Group Election Results|Announcing the Wikipedia &amp; Education User Group Election Results]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 06:56, 19 December 2022 (UTC)&lt;/div&gt;
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== This Month in Education: January 2023 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 1 • January 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2023/Educational Projects 2023-1 in Mexico|Educational Projects 2023-1 in Mexico]]
* [[m:Special:MyLanguage/Education/News/January 2023/Integration of Wikipedia in Ukrainian universities – teacher-led and student-led|Integration of Wikipedia in Ukrainian universities – teacher-led and student-led]]
* [[m:Special:MyLanguage/Education/News/January 2023/Transitional Justice in Kosovo edit-a-thon and Partnership with Faculty of Electrical and Computer Engineering - University of Prishtina|Transitional Justice in Kosovo edit-a-thon and Partnership with Faculty of Electrical and Computer Engineering - University of Prishtina]]
* [[m:Special:MyLanguage/Education/News/January 2023/Wikidata Citation Hunt Program for secondary school students, Dubai|Wikidata Citation Hunt Program for secondary school students, Dubai]]
* [[m:Special:MyLanguage/Education/News/January 2023/Wikipedia edit-a-thon with students from Art Faculty - University of Prishtina|Wikipedia edit-a-thon with students from Art Faculty - University of Prishtina]]
* [[m:Special:MyLanguage/Education/News/January 2023/Тeacher from Belgrade got a reward for using Wikibooks in teaching|Тeacher from Belgrade got a reward for using Wikibooks in teaching]]
&lt;/div&gt;
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== This Month in Education: February 2023 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 2 • February 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2023/A Strategic Direction for a Massive Online Course for Educators in Brazil|A Strategic Direction for a Massive Online Course for Educators in Brazil]]
* [[m:Special:MyLanguage/Education/News/February 2023/Alliance Funding for Wikipedia as a school resource in Tāmaki Makaurau Auckland, New Zealand|Alliance Funding for Wikipedia as a school resource in Tāmaki Makaurau Auckland, New Zealand]]
* [[m:Special:MyLanguage/Education/News/February 2023/Call for Submissions to Wiki Workshop 2023|Call for Submissions to Wiki Workshop 2023]]
* [[m:Special:MyLanguage/Education/News/February 2023/Collaboration with Charles University on the creation of Czech Wikipedia started in January|Collaboration with Charles University on the creation of Czech Wikipedia started in January]]
* [[m:Special:MyLanguage/Education/News/February 2023/Open Education Week 2023 in the Wikimedia Mexico Education Program|Open Education Week 2023 in the Wikimedia Mexico Education Program]]
* [[m:Special:MyLanguage/Education/News/February 2023/Wikiclubs with different schools in Albania |Wikiclubs with different schools in Albania]]
&lt;/div&gt;
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== This Month in Education: March 2023 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 3 • March 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2023/Audio-seminar project of the Wikimedia Mexico Education Program|Audio-seminar project of the Wikimedia Mexico Education Program]]
* [[m:Special:MyLanguage/Education/News/March 2023/Empowering Nigerian Female Artists: Through Art &amp; Feminism Edith-A-Thon at KWASU Fan Club|Empowering Nigerian Female Artists: Through Art &amp; Feminism Edith-A-Thon at KWASU Fan Club]]
* [[m:Special:MyLanguage/Education/News/March 2023/Exploring How Wikipedia Works|Exploring How Wikipedia Works]]
* [[m:Special:MyLanguage/Education/News/March 2023/Florida graduate students complete Library History edit-a-thon for credit|Florida graduate students complete Library History edit-a-thon for credit]]
* [[m:Special:MyLanguage/Education/News/March 2023/Improving hearing health content in Brazil|Improving hearing health content in Brazil]]
* [[m:Special:MyLanguage/Education/News/March 2023/Media Literacy Portal to become a key resource for media education in Czech Libraries |Media Literacy Portal to become a key resource for media education in Czech Libraries]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikeys in the Albanian language|Wikeys in the Albanian language]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikimarathon is an opportunity to involve students and teachers in creating and editing articles in Wikipedia|Wikimarathon is an opportunity to involve students and teachers in creating and editing articles in Wikipedia]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikimedia Polska short report|Wikimedia Polska short report]]
* [[m:Special:MyLanguage/Education/News/March 2023/Wikimedia Serbia participated in the State Seminar of the The Mathematical Society of Serbia|Wikimedia Serbia participated in the State Seminar of the The Mathematical Society of Serbia]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:45, 8 April 2023 (UTC)&lt;/div&gt;
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== This Month in Education: April 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 4 • April 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2023/Auckland Museum Alliance fund project update|Auckland Museum Alliance fund project update]]
* [[m:Special:MyLanguage/Education/News/April 2023/Introducing Wikipedia to Kusaal Language Teachers|Introducing Wikipedia to Kusaal Language Teachers]]
* [[m:Special:MyLanguage/Education/News/April 2023/KWASU Fan Club Leads the Way in 21st Century Learning with Wiki in School Program|KWASU Fan Club Leads the Way in 21st Century Learning with Wiki in School Program]]
* [[m:Special:MyLanguage/Education/News/April 2023/On-line Courses for Educators in Poland|On-line Courses for Educators in Poland]]
* [[m:Special:MyLanguage/Education/News/April 2023/Online meeting of Ukrainian educators working with Wikipedia – four perspectives|Online meeting of Ukrainian educators working with Wikipedia – four perspectives]]
* [[m:Special:MyLanguage/Education/News/April 2023/Wikiclubs Editathon in Elbasan, Albania |Wikiclubs Editathon in Elbasan, Albania]]
* [[m:Special:MyLanguage/Education/News/April 2023/Wikipedia at the Brazilian Linguistics Olympiad|Wikipedia at the Brazilian Linguistics Olympiad]]
* [[m:Special:MyLanguage/Education/News/April 2023/Wikipedia at the University of Łódź Information Management Conference|Wikipedia at the University of Łódź Information Management Conference]]
&lt;/div&gt;
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== This Month in Education: June 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 5 • June 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2023/Africa Day 2023: Abuja Teachers celebrates|Africa Day 2023: Abuja Teachers celebrates]]
* [[m:Special:MyLanguage/Education/News/June 2023/From editing articles to civic power – Wikimedia UK's research on democracy and Wikipedia|From editing articles to civic power – Wikimedia UK's research on democracy and Wikipedia]]
* [[m:Special:MyLanguage/Education/News/June 2023/Reading Wikipedia in the Classroom Program in Yemen Brings Positive Impact to Yemeni Teachers|Reading Wikipedia in the Classroom Program in Yemen Brings Positive Impact to Yemeni Teachers]]
* [[m:Special:MyLanguage/Education/News/June 2023/Using Wikipedia in education: students' and teachers' view|Using Wikipedia in education: students' and teachers' view]]
* [[m:Special:MyLanguage/Education/News/June 2023/The Journey of Reading Wikipedia in the Classroom Lagos State|The Journey of Reading Wikipedia in the Classroom Lagos State]]
* [[m:Special:MyLanguage/Education/News/June 2023/WMB goes to Serbia |WMB goes to Serbia]]
* [[m:Special:MyLanguage/Education/News/June 2023/But we don't want it to end!|But we don't want it to end!]]
&lt;/div&gt;
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== This Month in Education: July 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 7 • July 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/July 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/July 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/July 2023/Wikimedia Kaduna Connect Campaign|Wikimedia Kaduna Connect Campaign]]
* [[m:Special:MyLanguage/Education/News/July 2023/Wikimedia Serbia published a paper Promoting Equity in Access to Open Knowledge: An Example of the Wikipedia Educational Program|Wikimedia Serbia published a paper Promoting Equity in Access to Open Knowledge: An Example of the Wikipedia Educational Program]]
* [[m:Special:MyLanguage/Education/News/July 2023/Wikimedia and Education Kailali Multiple campus|Wikimedia and Education Kailali Multiple campus]]
* [[m:Special:MyLanguage/Education/News/July 2023/WikiCamp in Istog, Kosovo: Promoting Knowledge and Nature Appreciation|WikiCamp in Istog, Kosovo: Promoting Knowledge and Nature Appreciation]]
* [[m:Special:MyLanguage/Education/News/July 2023/Wiki at the Brazilian National History Symposium|Wiki at the Brazilian National History Symposium]]
* [[m:Special:MyLanguage/Education/News/July 2023/US &amp; Canada program reaches 100M words added |US &amp; Canada program reaches 100M words added]]
* [[m:Special:MyLanguage/Education/News/July 2023/Renewed Community Wikiconference brought together experienced Wikipedians and newcomers|Renewed Community Wikiconference brought together experienced Wikipedians and newcomers]]
* [[m:Special:MyLanguage/Education/News/July 2023/Kusaal Wikipedia Workshop at Ajumako Campus, University of Education, Winneba|Kusaal Wikipedia Workshop at Ajumako Campus, University of Education, Winneba]]
* [[m:Special:MyLanguage/Education/News/July 2023/Join us to celebrate the Kiwix4Schools Africa Mentorship Program Graduation Ceremony|Join us to celebrate the Kiwix4Schools Africa Mentorship Program Graduation Ceremony]]
* [[m:Special:MyLanguage/Education/News/July 2023/Activities that took place during the presentation of the WikiEducation book|Activities that took place during the presentation of the WikiEducation book. Educational practices and experiences in Mexico with Wikipedia and other open resources in Xalala, Veracruz from the Wikimedia Mexico Education Program]]
* [[m:Special:MyLanguage/Education/News/July 2023/62+ Participants Graduates from the Kiwix4Schools Africa Mentorship Program|62+ Participants Graduates from the Kiwix4Schools Africa Mentorship Program]]
* [[m:Special:MyLanguage/Education/News/July 2023/“Reading Wikipedia in the Classroom” course launched in Ukraine|“Reading Wikipedia in the Classroom” course launched in Ukraine]]
* [[m:Special:MyLanguage/Education/News/July 2023/OFWA and Goethe Institute Host Wiki Skills For Librarians Workshop-Ghana|OFWA and Goethe Institute Host Wiki Skills For Librarians Workshop-Ghana]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:32, 14 August 2023 (UTC)&lt;/div&gt;
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== This Month in Education: September 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 7 • September 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/September 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/September 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/September 2023/Inauguration of the Kent Wiki Club at the Wikimania 2023 Conference|Inauguration of the Kent Wiki Club at the Wikimania 2023 Conference]]
* [[m:Special:MyLanguage/Education/News/September 2023/Letter Magic: Supercharging Your WikiEducation Programs|Letter Magic: Supercharging Your WikiEducation Programs]]
* [[m:Special:MyLanguage/Education/News/September 2023/Réseau @pprendre (Learning Network) : The Initiative for Educational Change in Francophone West Africa|Réseau @pprendre (Learning Network) : The Initiative for Educational Change in Francophone West Africa]]
* [[m:Special:MyLanguage/Education/News/September 2023/WikiChallenge Ecoles d’Afrique closes its 5th edition with 13 winning schools|WikiChallenge Ecoles d’Afrique closes its 5th edition with 13 winning schools]]
* [[m:Special:MyLanguage/Education/News/September 2023/WikiConecta: connecting Brazilian university professors and Wikimedia|WikiConecta: connecting Brazilian university professors and Wikimedia]]
* [[m:Special:MyLanguage/Education/News/September 2023/Wikimedia Germany launches interactive event series Open Source AI in Education |Wikimedia Germany launches interactive event series Open Source AI in Education]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 05:01, 10 October 2023 (UTC)&lt;/div&gt;
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== This Month in Education: October 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;Volume 12 • Issue 8 • October 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/October 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/October 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2023/3 Generations at Wikipedia Education Program in Türkiye|3 Generations at Wikipedia Education Program in Türkiye]]
* [[m:Special:MyLanguage/Education/News/October 2023/CBSUA Launches Wiki Education in Partnership with PhilWiki Community and Bikol Wikipedia Community|CBSUA Launches Wiki Education in Partnership with PhilWiki Community and Bikol Wikipedia Community]]
* [[m:Special:MyLanguage/Education/News/October 2023/Celebrating Wikidata’s Birthday in Elbasan|Celebrating Wikidata’s Birthday in Elbasan]]
* [[m:Special:MyLanguage/Education/News/October 2023/Edu Wiki Camp 2023 - together in Sremski Karlovci|Edu Wiki Camp 2023 - together in Sremski Karlovci]]
* [[m:Special:MyLanguage/Education/News/October 2023/PhilWiki Community promotes language preservation and cultural heritage advocacies at ADNU|PhilWiki Community promotes language preservation and cultural heritage advocacies at ADNU]]
* [[m:Special:MyLanguage/Education/News/October 2023/PunjabWiki Education Program: A Wikipedia Adventure in Punjab|PunjabWiki Education Program: A Wikipedia Adventure in Punjab]]
* [[m:Special:MyLanguage/Education/News/October 2023/WikiConference on Education ignites formation of Wikimedia communities|WikiConference on Education ignites formation of Wikimedia communities]]
* [[m:Special:MyLanguage/Education/News/October 2023/Wikimedia Estonia talked about education at CEE meeting in Tbilisi|Wikimedia Estonia talked about education at CEE meeting in Tbilisi]]
* [[m:Special:MyLanguage/Education/News/October 2023/Wikimedia in Brazil is going to be a book|Wikimedia in Brazil is going to be a book]]
* [[m:Special:MyLanguage/Education/News/October 2023/Wikipedian Editor Project: Arabic Sounds Workshop 2023|Wikipedian Editor Project: Arabic Sounds Workshop 2023]]
&lt;/div&gt;
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== This Month in Education: November 2023 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 12 • Issue 9 • November 2023&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/November 2023|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/November 2023/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/November 2023/4th WikiUNAM Editathon: Community knowledge strengthens education|4th WikiUNAM Editathon: Community knowledge strengthens education]]
* [[m:Special:MyLanguage/Education/News/November 2023/Edit-a-thon at the Faculty of Medical Sciences of Santa Casa de São Paulo|Edit-a-thon at the Faculty of Medical Sciences of Santa Casa de São Paulo]]
* [[m:Special:MyLanguage/Education/News/November 2023/EduWiki Nigeria Community: Embracing Digital Learning Through Wikipedia|EduWiki Nigeria Community: Embracing Digital Learning Through Wikipedia]]
* [[m:Special:MyLanguage/Education/News/November 2023/Evening Wikischool offers Czech seniors further education on Wikipedia|Evening Wikischool offers Czech seniors further education on Wikipedia]]
* [[m:Special:MyLanguage/Education/News/November 2023/Expansion of Wikipedia Education Program through Student Associations at Iranian Universities|Expansion of Wikipedia Education Program through Student Associations at Iranian Universities]]
* [[m:Special:MyLanguage/Education/News/November 2023/Exploring Wikipedia through Wikiclubs and the Wikeys board game in Albania |Exploring Wikipedia through Wikiclubs and the Wikeys board game in Albania]]
* [[m:Special:MyLanguage/Education/News/November 2023/First anniversary of the game Wikeys|First anniversary of the game Wikeys]]
* [[m:Special:MyLanguage/Education/News/November 2023/Involve visiting students in education programs|Involve visiting students in education programs]]
* [[m:Special:MyLanguage/Education/News/November 2023/Iranian Students as Wikipedians: Using Wikipedia to Teach Research Methodology and Encyclopedic Writing|Iranian Students as Wikipedians: Using Wikipedia to Teach Research Methodology and Encyclopedic Writing]]
* [[m:Special:MyLanguage/Education/News/November 2023/Kiwix4Schools Nigeria: Bridging Knowledge Gap through Digital Literacy|Kiwix4Schools Nigeria: Bridging Knowledge Gap through Digital Literacy]]
* [[m:Special:MyLanguage/Education/News/November 2023/Lire wikipedia en classe à Djougou au Bénin|Lire wikipedia en classe à Djougou au Bénin]]
* [[m:Special:MyLanguage/Education/News/November 2023/Tyap Wikimedians Zaria Outreach|Tyap Wikimedians Zaria Outreach]]
* [[m:Special:MyLanguage/Education/News/November 2023/Art Outreach at Aje Compreshensive Senior High School 1st November 2023, Lagos Mainland|Art Outreach at Aje Comprehensive Senior High School 1st November 2023, Lagos Mainland]]
* [[m:Special:MyLanguage/Education/News/November 2023/PhilWiki Community holds a meet-up to advocate women empowerment|PhilWiki Community holds a meet-up to advocate women empowerment]]
&lt;/div&gt;

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== This Month in Education: January 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 1 • January 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2024/Cross-Continental Wikimedia Activities: A Dialogue between Malaysia and Estonia|Cross-Continental Wikimedia Activities: A Dialogue between Malaysia and Estonia]]
* [[m:Special:MyLanguage/Education/News/January 2024/Czech programme SWW in 2023 – how have we managed to engage students|Czech programme SWW in 2023 – how have we managed to engage students]]
* [[m:Special:MyLanguage/Education/News/January 2024/Extending Updates on Wikipedia in Education – Elbasan, Albania|Extending Updates on Wikipedia in Education – Elbasan, Albania]]
* [[m:Special:MyLanguage/Education/News/January 2024/Reading Wikipedia in the Classroom Teacher’s guide – now available in Bulgarian language|Reading Wikipedia in the Classroom Teacher’s guide – now available in Bulgarian language]]
* [[m:Special:MyLanguage/Education/News/January 2024/Summer students at Auckland Museum|Summer students at Auckland Museum]]
* [[m:Special:MyLanguage/Education/News/January 2024/WikiDunong: EduWiki Initiatives in the Philippines Project|WikiDunong: EduWiki Initiatives in the Philippines Project]]
* [[m:Special:MyLanguage/Education/News/January 2024/Wikimedia Armenia's Educational Workshops|Wikimedia Armenia's Educational Workshops]]
* [[m:Special:MyLanguage/Education/News/January 2024/Wikimedia Foundation publishes its first Child Rights Impact Assessment|Wikimedia Foundation publishes its first Child Rights Impact Assessment]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 10:02, 10 February 2024 (UTC)&lt;/div&gt;
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== This Month in Education: February 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 2 • February 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2024/2 new courses in Students Write Wikipedia Starting this February|2 new courses in Students Write Wikipedia Starting this February]]
* [[m:Special:MyLanguage/Education/News/February 2024/More two wiki-education partnerships|More two wiki-education partnerships]]
* [[m:Special:MyLanguage/Education/News/February 2024/Open Education Week 2024 in Mexico|Open Education Week 2024 in Mexico]]
* [[m:Special:MyLanguage/Education/News/February 2024/Reading Wikipedia in Bolivia, the community grows|Reading Wikipedia in Bolivia, the community grows]]
* [[m:Special:MyLanguage/Education/News/February 2024/Wiki Education Philippines promotes OERs utilization|Wiki Education Philippines promotes OERs utilization]]
* [[m:Special:MyLanguage/Education/News/February 2024/Wiki Loves Librarians, Kaduna|Wiki Loves Librarians, Kaduna]]
* [[m:Special:MyLanguage/Education/News/February 2024/Wiki Workshop 2024 CfP - Call for Papers Research track|Wiki Workshop 2024 CfP – Call for Papers Research track]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 18:37, 20 March 2024 (UTC)&lt;/div&gt;
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== This Month in Education: March 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 3 • March 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2024/Reading Wikipedia in the classroom, Kaduna|Reading Wikipedia in the classroom, Kaduna]]
* [[m:Special:MyLanguage/Education/News/March 2024/Reading Wikipedia in Ukraine – the course for educators is now available on demand|Reading Wikipedia in Ukraine – the course for educators is now available on demand]]
* [[m:Special:MyLanguage/Education/News/March 2024/Wiki Movement Brazil will once again support the Brazilian Linguistics Olympiad|Wiki Movement Brazil will once again support the Brazilian Linguistics Olympiad]]
* [[m:Special:MyLanguage/Education/News/March 2024/Wikipedia within the Education Setting in Albania|Wikipedia within the Education Setting in Albania]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 07:28, 28 April 2024 (UTC)&lt;/div&gt;
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== This Month in Education: April 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 4 • April 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2024/EduWiki Updates From Uganda|EduWiki Updates From Uganda]]
* [[m:Special:MyLanguage/Education/News/April 2024/Good news from Bolivia: Reading Wikipedia Program continues in 2024|Good news from Bolivia: Reading Wikipedia Program continues in 2024]]
* [[m:Special:MyLanguage/Education/News/April 2024/Hearing Health Project: Impactful partnership with Wiki Movement Brazil|Hearing Health Project: Impactful partnership with Wiki Movement Brazil]]
* [[m:Special:MyLanguage/Education/News/April 2024/Wikimedia Spain, Amical Wikimedia and the University of Valencia develop Wikipedia educational project|Wikimedia Spain, Amical Wikimedia and the University of Valencia develop Wikipedia educational project]]&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 03:19, 14 May 2024 (UTC)&lt;/div&gt;
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== This Month in Education: May 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 5 • May 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/May 2024/Albania - Georgia Wikimedia Cooperation 2024|Albania - Georgia Wikimedia Cooperation 2024]]
* [[m:Special:MyLanguage/Education/News/May 2024/Aleksandër Xhuvani University Editathon in Elbasan|Aleksandër Xhuvani University Editathon in Elbasan]]
* [[m:Special:MyLanguage/Education/News/May 2024/Central Bicol State University of Agriculture LitFest features translation and article writing on Wikipedia|Central Bicol State University of Agriculture LitFest features translation and article writing on Wikipedia]]
* [[m:Special:MyLanguage/Education/News/May 2024/Empowering Youth Council in Bulqiza through editathons|Empowering Youth Council in Bulqiza through editathons]]
* [[m:Special:MyLanguage/Education/News/May 2024/We left a piece of our hearts at Arhavi|We left a piece of our hearts at Arhavi]]
* [[m:Special:MyLanguage/Education/News/May 2024/Wiki Movimento Brasil at Tech Week and Education Speaker Series |Wiki Movimento Brasil at Tech Week and Education Speaker Series]]
* [[m:Special:MyLanguage/Education/News/May 2024/Wikimedia MKD trains new users in collaboration with MYLA|Wikimedia MKD trains new users in collaboration with MYLA]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 13:30, 15 June 2024 (UTC)&lt;/div&gt;
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== This Month in Education: June 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 6 • June 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2024/From a Language Teacher to a Library Support Staff: The Wikimedia Effect|From a Language Teacher to a Library Support Staff: The Wikimedia Effect]]
* [[m:Special:MyLanguage/Education/News/June 2024/5th WikiEducation 2024 Conference in Mexico|5th WikiEducation 2024 Conference in Mexico]]
* [[m:Special:MyLanguage/Education/News/June 2024/Lviv hosted a spring wikischool for Ukrainian high school students|Lviv hosted a spring wikischool for Ukrainian high school students]]
* [[m:Special:MyLanguage/Education/News/June 2024/First class of teachers graduated from Reading Wikipedia in the Classroom 2024|First class of teachers graduated from Reading Wikipedia in the Classroom 2024]]
* [[m:Special:MyLanguage/Education/News/June 2024/Empowering Digital Citizenship: Unlocking the Power of Open Knowledge with Participants of the LIFE Legacy|Empowering Digital Citizenship: Unlocking the Power of Open Knowledge with Participants of the LIFE Legacy]]
* [[m:Special:MyLanguage/Education/News/June 2024/Wiki Movimento Brazil supports online and in-person courses and launches material to guide educators in using Wikimedia projects |Wiki Movimento Brazil supports online and in-person courses and launches material to guide educators in using Wikimedia projects]]
* [[m:Special:MyLanguage/Education/News/June 2024/Where to find images for free? Webinar for librarians answered many questions|Where to find images for free? Webinar for librarians answered many questions]]
* [[m:Special:MyLanguage/Education/News/June 2024/Wikimedia MKD and University of Goce Delchev start a mutual collaboration|Wikimedia MKD and University of Goce Delchev start a mutual collaboration]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 06:58, 9 July 2024 (UTC)&lt;/div&gt;
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== This Month in Education: August 2024 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 7 • August 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/August 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/August 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/August 2024/Cross-Cultural Knowledge Sharing: Wikipedia's New Frontier at University of Tehran|Cross-Cultural Knowledge Sharing: Wikipedia's New Frontier at University of Tehran]]
* [[m:Special:MyLanguage/Education/News/August 2024/Let's Read Wikipedia in Bolivia reaches teachers in Cochabamba|Let's Read Wikipedia in Bolivia reaches teachers in Cochabamba]]
* [[m:Special:MyLanguage/Education/News/August 2024/Results of the 2023 “Wikipedia for School” Contest in Ukraine|Results of the 2023 “Wikipedia for School” Contest in Ukraine]]
* [[m:Special:MyLanguage/Education/News/August 2024/Edu Wiki Camp in Serbia, 2024|Edu Wiki Camp in Serbia, 2024]]
* [[m:Special:MyLanguage/Education/News/August 2024/Wikimedia Human Rights Month this year engaged schools in large amount|Wikimedia Human Rights Month this year engaged schools in large amount]]
* [[m:Special:MyLanguage/Education/News/August 2024/Strengthening Education Programs at Wikimania 2024: A Global Leap in Collaborative Learning|Strengthening Education Programs at Wikimania 2024: A Global Leap in Collaborative Learning]]
* [[m:Special:MyLanguage/Education/News/August 2024/Wiki Education programs are featured in a scientific outreach magazine, and Wiki Movimento Brasil offers training for researchers in the Amazon|Wiki Education programs are featured in a scientific outreach magazine, and Wiki Movimento Brasil offers training for researchers in the Amazon]]
* [[m:Special:MyLanguage/Education/News/August 2024/Wiki Movimento Brasil aims to adapt a game about Wikipedia, organize an academic event for scientific dissemination, and host the XXXIII Wiki-Education Workshop|Wiki Movimento Brasil aims to adapt a game about Wikipedia, organize an academic event for scientific dissemination, and host the XXXIII Wiki-Education Workshop]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 13:21, 11 September 2024 (UTC)&lt;/div&gt;
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== This Month in Education: October 2024 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 8 • October 2024&lt;/span&gt;
&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/October 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/October 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;
&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/October 2024/CBSUA Wiki Education turns 1 year|CBSUA Wiki Education turns 1 year]]
* [[m:Special:MyLanguage/Education/News/October 2024/7th Senior WikiTown took place in Becov nad Teplou, Czech Republic|7th Senior WikiTown took place in Becov nad Teplou, Czech Republic]]
* [[m:Special:MyLanguage/Education/News/October 2024/Edit-a-thon about Modern Architecture in Kosovo|Edit-a-thon about Modern Architecture in Kosovo]]
* [[m:Special:MyLanguage/Education/News/October 2024/Edu_Wiki_in_South_Sudan:_Creating_a_better_future_in_education|Empowering Digital Literacy through Wikimedia in South Sudan]]
* [[m:Special:MyLanguage/Education/News/October 2024/Many new articles and contributions in September and October for Wikimedia MKD|Many new articles and contributions in September and October for Wikimedia MKD]]
* [[m:Special:MyLanguage/Education/News/October 2024/New Record: 5 Events in Municipal Library within a Month |New Record: 5 Events in Municipal Library within a Month]]
* [[m:Special:MyLanguage/Education/News/October 2024/Wiki-Education programs in Brazil are centered around the Wikidata and Wikisource platforms|Wiki-Education programs in Brazil are centered around the Wikidata and Wikisource platforms]]
* [[m:Special:MyLanguage/Education/News/October 2024/WikiChallenge African Schools wins the “Open Pedagogy” Award 2024 from OE Global|WikiChallenge African Schools wins the “Open Pedagogy” Award 2024 from OE Global]]
* [[m:Special:MyLanguage/Education/News/October 2024/Wikipedia helps in improving cognitive skills|Wikipedia helps in improving cognitive skills]]
* [[m:Special:MyLanguage/Education/News/October 2024/Wikipedia in Graduate Studies: Expanding Research Impact|Wikipedia in Graduate Studies: Expanding Research Impact]]
* [[m:Special:MyLanguage/Education/News/October 2024/WiLMa PH establishes a Wiki Club|WiLMa PH establishes a Wiki Club]]
&lt;/div&gt;
&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 14:56, 12 November 2024 (UTC)&lt;/div&gt;
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== This Month in Education: November 2024 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 13 • Issue 9 • November 2024&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/November 2024|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/November 2024/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/November 2024/Auckland Museum Wikipedia Student Programme|Auckland Museum Wikipedia Student Programme]]
* [[m:Special:MyLanguage/Education/News/November 2024/Citizenship and free knowledge on Wikipedia in Albanian language|Citizenship and free knowledge on Wikipedia in Albanian language]]
* [[m:Special:MyLanguage/Education/News/November 2024/Engaging students with Wikipedia and Wikidata at Hasanuddin University’s Wikimedia Week|Engaging students with Wikipedia and Wikidata at Hasanuddin University’s Wikimedia Week]]
* [[m:Special:MyLanguage/Education/News/November 2024/Minigrant initiative by empowering the Rrëshen community in Albania|Minigrant initiative by empowering the Rrëshen community in Albania]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikidata birthday in Albania, 2024|Wikidata birthday in Albania, 2024]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikidata birthday in School |Wikidata birthday in School]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikimedia Education Workshop at Lumbini Technological University|Wikimedia Education Workshop at Lumbini Technological University]]
* [[m:Special:MyLanguage/Education/News/November 2024/Wikimedia MKD's new collaborations and new content|Wikimedia MKD's new collaborations and new content]]
* [[m:Special:MyLanguage/Education/News/November 2024/Improving Historical Knowledge on Persian Wikipedia through a continuous Wikimedia Education Program: Shahid Beheshti University Wikipedia Education Program|Improving Historical Knowledge on Persian Wikipedia through a continuous Wikimedia Education Program: Shahid Beheshti University Wikipedia Education Program]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:12, 10 December 2024 (UTC)&lt;/div&gt;
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== This Month in Education: January 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 1 • January 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/January 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/January 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/January 2025/Advancing Education Pillar in Kosovo: 2024 Journey|Advancing Education Pillar in Kosovo: 2024 Journey]]
* [[m:Special:MyLanguage/Education/News/January 2025/Auckland Museum Wikipedia Students Making Progress|Auckland Museum Wikipedia Students Making Progress]]
* [[m:Special:MyLanguage/Education/News/January 2025/Celebrating 10 Years of Wiki Education|Celebrating 10 Years of Wiki Education]]
* [[m:Special:MyLanguage/Education/News/January 2025/Empowering Multilingual Students: Expanding Wikipedia Through Collaboration of foreign languages faculty's students of the University of Tehran|Empowering Multilingual Students: Expanding Wikipedia Through Collaboration of foreign languages faculty's students of the University of Tehran]]
* [[m:Special:MyLanguage/Education/News/January 2025/Ensuring accurate and authentic information with 1Lib1Ref Campaign in Anambra|Ensuring accurate and authentic information with 1Lib1Ref Campaign in Anambra]]
* [[m:Special:MyLanguage/Education/News/January 2025/Experiences of Wikipedia in the classroom with a gender perspective in Monterrey |Experiences of Wikipedia in the classroom with a gender perspective in Monterrey]]
* [[m:Special:MyLanguage/Education/News/January 2025/Fine Arts University Students exploring Wikipedia in Tirana, Albania|Fine Arts University Students exploring Wikipedia in Tirana, Albania]]
* [[m:Special:MyLanguage/Education/News/January 2025/Lviv hosted Ukraine’s first student photo walk for Wikipedia|Lviv hosted Ukraine’s first student photo walk for Wikipedia]]
* [[m:Special:MyLanguage/Education/News/January 2025/Many new trained volunteers and new articles at the end of the year in Macedonia|Many new trained volunteers and new articles at the end of the year in Macedonia]]
* [[m:Special:MyLanguage/Education/News/January 2025/Wikimedia and Scientific Events in Brazil|Wikimedia and Scientific Events in Brazil]]
* [[m:Special:MyLanguage/Education/News/January 2025/Wiki Workshop- Call for Contributions|Wiki Workshop- Call for Contributions]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 15:56, 5 February 2025 (UTC)&lt;/div&gt;
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== This Month in Education: February 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 2 • February 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/February 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/February 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/February 2025/Activities series at the Shefit Hekali school in Peqin, Albania|Activities series at the Shefit Hekali school in Peqin, Albania]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wikimedia Brazil has formed a partnership with a public policy research institute|Wikimedia Brazil has formed a partnership with a public policy research institute]]
* [[m:Special:MyLanguage/Education/News/February 2025/Preserving Heritage: Tuluvas Aati Month Educational Wikimedia Programs|Preserving Heritage: Tuluvas Aati Month Educational Wikimedia Programs]]
* [[m:Special:MyLanguage/Education/News/February 2025/Reflecting on our Past: Farewell to the Auckland Museum Summer Students|Reflecting on our Past: Farewell to the Auckland Museum Summer Students]]
* [[m:Special:MyLanguage/Education/News/February 2025/Successful Conclusion of the Second Phase of &quot;Reading Wikipedia in the Classroom&quot; in Yemen|Successful Conclusion of the Second Phase of &quot;Reading Wikipedia in the Classroom&quot; in Yemen]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wiki Workshop in Mitrovica |Wiki Workshop in Mitrovica]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wikimedia MKD' Education: Lots of new trained users, lots of new articles|Wikimedia MKD' Education: Lots of new trained users, lots of new articles]]
* [[m:Special:MyLanguage/Education/News/February 2025/Wikimedia Serbia receives accreditation from the National Library of Serbia for the Wiki Senior seminar|Wikimedia Serbia receives accreditation from the National Library of Serbia for the Wiki Senior seminar]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 09:04, 12 March 2025 (UTC)&lt;/div&gt;
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== This Month in Education: March 2025 ==

&lt;div class=&quot;plainlinks&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;
&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 3 • March 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/March 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/March 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/March 2025/A Whole New World: Research Findings on New Editor Integration in Serbian Wikipedia|A Whole New World: Research Findings on New Editor Integration in Serbian Wikipedia]]
* [[m:Special:MyLanguage/Education/News/March 2025/Bolivia: a new round of Leamos Wikipedia begins in Bolivia|Bolivia: a new round of Leamos Wikipedia begins in Bolivia]]
* [[m:Special:MyLanguage/Education/News/March 2025/Faculty of Social Sciences Workshop in Albania|Faculty of Social Sciences Workshop in Albania]]
* [[m:Special:MyLanguage/Education/News/March 2025/Lots of contributions and trainings as part of Wikimedia MKD's Education Programme|Lots of contributions and trainings as part of Wikimedia MKD's Education Programme]]
* [[m:Special:MyLanguage/Education/News/March 2025/Wikimedia organized multiple events of science and education in Brazil during the month of March|Wikimedia organized multiple events of science and education in Brazil during the month of March]]
&lt;/div&gt;

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== This Month in Education: April 2025 ==

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&lt;div style=&quot;text-align: center;&quot;&gt;
&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 4 • April 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/April 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/April 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/April 2025/Ceremony of giving certificates and awarding the winners of the edit-a-thon: Meet Slovenia|Ceremony of giving certificates and awarding the winners of the edit-a-thon: Meet Slovenia]]
* [[m:Special:MyLanguage/Education/News/April 2025/The Workshops Wikimedia &amp; Education are back in Brazil|The Workshops Wikimedia &amp; Education are back in Brazil]]
* [[m:Special:MyLanguage/Education/News/April 2025/EduWiki Nigeria: Advancing Digital Literacy in Schools|EduWiki Nigeria: Advancing Digital Literacy in Schools]]
* [[m:Special:MyLanguage/Education/News/April 2025/Empowering the Next Generation: Wikidata Training at Federal Government Boys College, FGBC Abuja|Empowering the Next Generation: Wikidata Training at Federal Government Boys College, FGBC Abuja]]
* [[m:Special:MyLanguage/Education/News/April 2025/Final Wikipedia project with Shefit Hekali school in Peqin, Albania|Final Wikipedia project with Shefit Hekali school in Peqin, Albania]]
* [[m:Special:MyLanguage/Education/News/April 2025/Teachers who graduated from the Leamos Wikipedia program in Bolivia become mentors for their colleagues |Teachers who graduated from the Leamos Wikipedia program in Bolivia become mentors for their colleagues]]
* [[m:Special:MyLanguage/Education/News/April 2025/Wikivoyage in Has region, Northern Albania|Wikivoyage in Has region, Northern Albania]]
* [[m:Special:MyLanguage/Education/News/April 2025/Wikivoyage workshop in Bulqiza|Wikivoyage workshop in Bulqiza]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:48, 10 May 2025 (UTC)&lt;/div&gt;
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== This Month in Education: May 2025 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 5 • May 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/May 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/May 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/May 2025/Journalism students at Aleksandër Xhuvani University explore Wikipedia in Albania|Journalism students at Aleksandër Xhuvani University explore Wikipedia in Albania]]
* [[m:Special:MyLanguage/Education/News/May 2025/Reviewing pending articles editathon with high school students in Albania|Reviewing pending articles editathon with high school students in Albania]]
* [[m:Special:MyLanguage/Education/News/May 2025/Several educational workshops to promote science on Wiki were held in Brazil in the month of May|Several educational workshops to promote science on Wiki were held in Brazil in the month of May]]
* [[m:Special:MyLanguage/Education/News/May 2025/Simón Bolívar Teacher Training College joins the Let's Read Wikipedia Program|Simón Bolívar Teacher Training College joins the Let's Read Wikipedia Program]]
* [[m:Special:MyLanguage/Education/News/May 2025/Students become Editors: Wikimedia Chile launches Latin America's first Vikidia Workshop|Students become Editors: Wikimedia Chile launches Latin America's first Vikidia Workshop]]
* [[m:Special:MyLanguage/Education/News/May 2025/The DemocraTICon competition was held, this year for the first time with a discipline focused on Wikipedia |The DemocraTICon competition was held, this year for the first time with a discipline focused on Wikipedia]]
* [[m:Special:MyLanguage/Education/News/May 2025/Wikimedia MKD's &quot;Lajka&quot; workshop in Skopje|Wikimedia MKD's &quot;Lajka&quot; workshop in Skopje]]
&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 02:57, 28 May 2025 (UTC)&lt;/div&gt;
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== This Month in Education: June 2025 ==

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&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:2.9em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt;This Month in Education&lt;/span&gt;

&lt;span style=&quot;font-weight:bold; color:#00A7E2; font-size:1.4em; font-family:'Helvetica Neue', Helvetica, Arial, sans-serif;&quot;&gt; Volume 14 • Issue 6 • June 2025&lt;/span&gt;

&lt;div style=&quot;border-top:1px solid #a2a9b1; border-bottom:1px solid #a2a9b1; padding:0.5em; font-size:larger; margin-bottom:0.2em&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/June 2025|Contents]] • [[m:Special:MyLanguage/Education/Newsletter/June 2025/Headlines|Headlines]] • [[m:Special:MyLanguage/Global message delivery/Targets/This Month in Education|Subscribe]]&lt;/div&gt;

&lt;div style=&quot;color:white; font-size:1.8em; font-family:Montserrat; background:#92BFB1;&quot;&gt;In This Issue&lt;/div&gt;&lt;/div&gt;
&lt;div style=&quot;text-align: left; column-count: 2; column-width: 35em;&quot;&gt;
* [[m:Special:MyLanguage/Education/News/June 2025/Albanian high school students at the Wikimedia Youth Conference 2025 in Prague|Albanian high school students at the Wikimedia Youth Conference 2025 in Prague]]
* [[m:Special:MyLanguage/Education/News/June 2025/Bolivia has 20 new teachers graduated from the Let's Read Wikipedia in the Classroom program|Bolivia has 20 new teachers graduated from the Let's Read Wikipedia in the Classroom program]]
* [[m:Special:MyLanguage/Education/News/June 2025/Brazil was present at the EduWiki Conference 2025 in Bogota|Brazil was present at the EduWiki Conference 2025 in Bogota]]
* [[m:Special:MyLanguage/Education/News/June 2025/Does Wikipedia has future in the times of Chat-GPT|Does Wikipedia has future in the times of Chat-GPT]]
* [[m:Special:MyLanguage/Education/News/June 2025/PhilWiki Community promotes accessible multilingual stories for children|PhilWiki Community promotes accessible multilingual stories for children]]
* [[m:Special:MyLanguage/Education/News/June 2025/Reading and Editing Wikipedia in a Bangladeshi College|Reading and Editing Wikipedia in a Bangladeshi College]]
* [[m:Special:MyLanguage/Education/News/June 2025/Wikimedia MKD's Workshops in June|Wikimedia MKD's Workshops in June]]
* [[m:Special:MyLanguage/Education/News/June 2025/Wikipedia meets 2500 Ukrainian educators at the country’s biggest education festival|Wikipedia meets 2500 Ukrainian educators at the country’s biggest education festival]]

&lt;/div&gt;

&lt;div style=&quot;margin-top:10px; text-align: center; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;&quot;&gt;[[m:Special:MyLanguage/Education/Newsletter/About|About ''This Month in Education'']] · [[m:Global message delivery/Targets/This Month in Education|Subscribe/Unsubscribe]] · [[m:Special:MyLanguage/MassMessage|Global message delivery]] · For the team: [[:m:User:ZI Jony|ZI Jony]] 07:18, 27 June 2025 (UTC)&lt;/div&gt;
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==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, p. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat). ''D pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377 - includes Trachyglyptus spinosipes Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, p. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
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==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, p. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat).
*''D. pulchricoma'' = ''Pseudagenia pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;
*''D. neavei'' = ''Pseudagenia mygnimioides'' Arnold, 1934, pp.336-337 and ''Pseudagenia neavei'' Kohl 1913&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377 - includes Trachyglyptus spinosipes Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, p. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
      <sha1>899txaq116qvwqbl9h9r7x8fablooq3</sha1>
    </revision>
    <revision>
      <id>2719792</id>
      <parentid>2719791</parentid>
      <timestamp>2025-06-27T07:58:34Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Tribe Ageniellini (Mud-nesting Spider Wasps) */</comment>
      <origin>2719792</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11956" sha1="3zn34hgx2gqq6nx1yf6b2eptqr1uhh4" xml:space="preserve">&lt;!--Info--&gt;
==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, p. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat).&lt;br&gt;
*''D. pulchricoma'' = ''Pseudagenia pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;
*''D. neavei'' = ''Pseudagenia mygnimioides'' Arnold, 1934, pp.336-337 and ''Pseudagenia neavei'' Kohl 1913&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377 - includes Trachyglyptus spinosipes Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, p. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
      <sha1>3zn34hgx2gqq6nx1yf6b2eptqr1uhh4</sha1>
    </revision>
    <revision>
      <id>2719793</id>
      <parentid>2719792</parentid>
      <timestamp>2025-06-27T08:03:07Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Tribe Ageniellini (Mud-nesting Spider Wasps) */</comment>
      <origin>2719793</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11990" sha1="og29cpyz7irekvwnfuh6jvzqcy5n84i" xml:space="preserve">&lt;!--Info--&gt;
==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, p. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat).&lt;br&gt;
*''D. pulchricoma'' = ''Pseudagenia pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;
*''D. neavei'' = ''Pseudagenia mygnimioides'' Arnold, 1934, pp.336-337 and ''Pseudagenia neavei'' Kohl 1913&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377.&lt;br&gt;
*also ''Poecilagenia spinosipes'' = ''Trachyglyptus spinosipes'' Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, p. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
      <sha1>og29cpyz7irekvwnfuh6jvzqcy5n84i</sha1>
    </revision>
    <revision>
      <id>2719794</id>
      <parentid>2719793</parentid>
      <timestamp>2025-06-27T08:06:08Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Tribe Ageniellini (Mud-nesting Spider Wasps) */</comment>
      <origin>2719794</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="12004" sha1="3lvmcmsyp0joecgqpmnvfufu8ltgnjq" xml:space="preserve">&lt;!--Info--&gt;
==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934, pp. 290-364.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, pp. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat).&lt;br&gt;
*''D. pulchricoma'' = ''Pseudagenia pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;
*''D. neavei'' = ''Pseudagenia mygnimioides'' Arnold, 1934, pp.336-337 and ''Pseudagenia neavei'' Kohl 1913&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377.&lt;br&gt;
*also ''Poecilagenia spinosipes'' = ''Trachyglyptus spinosipes'' Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, p. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
      <sha1>3lvmcmsyp0joecgqpmnvfufu8ltgnjq</sha1>
    </revision>
    <revision>
      <id>2719795</id>
      <parentid>2719794</parentid>
      <timestamp>2025-06-27T08:14:58Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Other Afrotropical Pepsinae */</comment>
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      <text bytes="12115" sha1="96el4wq8e3qqa9n8ia83jx2fodsih7w" xml:space="preserve">&lt;!--Info--&gt;
==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934, pp. 290-364.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, pp. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat).&lt;br&gt;
*''D. pulchricoma'' = ''Pseudagenia pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;
*''D. neavei'' = ''Pseudagenia mygnimioides'' Arnold, 1934, pp.336-337 and ''Pseudagenia neavei'' Kohl 1913&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377.&lt;br&gt;
*also ''Poecilagenia spinosipes'' = ''Trachyglyptus spinosipes'' Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, pp. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
*Also ''Priocnernis aterrimus'' Arnold, 1934, pp. 385-386.
*''Priocnemis meridionalis'' Arnold, 1934, p. 386.
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
      <sha1>96el4wq8e3qqa9n8ia83jx2fodsih7w</sha1>
    </revision>
    <revision>
      <id>2719796</id>
      <parentid>2719795</parentid>
      <timestamp>2025-06-27T08:22:37Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Afrotropical Ctenocerinae */</comment>
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==Afrotropical Pepsinae==
Pepsinae can be defined by: 
*sternite 2 with a distinct transverse groove;
*mesofemur and metafemur without subapical spine-like setae set in grooves or pits;
*metatibia with apical spine-like setae of uniform length, setae not splayed; and 
*vein Cu1 of fore wing is simple at its base, without any definite downward deflection, i.e. the second discal cell (2D) is without a ‘pocket’.&lt;ref name=Waichert2015&gt;&lt;/ref&gt;&lt;ref name=Brothers1993&gt;Brothers, D. J. &amp; Finnamore. (1993). Superfamily Vespoidea. In Goulet, H. &amp; Huber, J. T. (Eds.). (1993). Hymenoptera of the world: an identification guide to families. 161-278. https://www.researchgate.net/publication/259227143&lt;/ref&gt;

These spider wasps display a range of nesting behaviours: 
*using preexisting cavities;
*using the immobilised spider’s burrow;
*digging a burrow in soil;
*building nests of mud;
*parasitoids; and 
*kleptoparasites.&lt;ref name=Waichert2015&gt; Waichert, C., Rodriguez, J., Wasbauer, M. S., Von Dohlen, C. D., &amp; Pitts, J. P. (2015). Molecular phylogeny and systematics of spider wasps (Hymenoptera: Pompilidae): redefining subfamily boundaries and the origin of the family. Zoological Journal of the Linnean Society, 175(2), 271-287.&lt;/ref&gt;

===Tribe Ageniellini (Mud-nesting Spider Wasps)===

Genus ''Arpactomorpha'' - One Afrotropical species (Uganda)&lt;br&gt;

Genus ''Auplopus'' - Many Afrotropical species, 36 in SA. Many described as ''Pseudagenia'' in Arnold, 1934, pp. 290-364.&lt;br&gt;

Genus ''Cyemagenia'' - 6 Afrotropical species, 3 in SA. (Arnold, 1934, pp. 380-385.)&lt;br&gt;

Genus ''Dichragenia'' - 3 Afrotropical species, 2 in SA. (in waspweb; ''Pseudagenia'' in iNat).&lt;br&gt;
*''D. pulchricoma'' = ''Pseudagenia pulchricoma'' Arnold, 1934, p. 337-340&lt;br&gt;
*''D. neavei'' = ''Pseudagenia mygnimioides'' Arnold, 1934, pp.336-337 and ''Pseudagenia neavei'' Kohl 1913&lt;br&gt;

Genus ''Phanagenia'' - 2 Afrotropical species (Madagascar)&lt;br&gt;

Genus ''Poecilagenia'' - 8 Afrotropical species, 4 in SA. - Arnold, 1934, p. 373-377.&lt;br&gt;
*also ''Poecilagenia spinosipes'' = ''Trachyglyptus spinosipes'' Arnold, 1934, p. 377-379&lt;br&gt;

Also in Ageniellini are the genera ''Ageniella'', ''Eragenia'', ''Fabriogenia'', ''Machaerothrix'', ''Macromerella'', ''Paragenia'', ''Priocnemella'' - No Afrotropical spp. indicated in waspweb (2025)

===Other Afrotropical Pepsinae===
''Cryptocheilus'' - Key in Arnold, 1932 p.370&lt;br&gt;
''Cyphononyx '' - Key in Arnold, 1932 p.370&lt;br&gt;
''Diplonyx'' (Madagascar)&lt;br&gt;
''Dipogon'' = ''Deuteragenia turneri'', ''D. dregei'', ''D. chirindensis'', ''D. bicolor'' (Arnold, 1934, p. 367-372.)&lt;br&gt;
''Hemipepsis'' - Key in Arnold, 1932 p.318&lt;br&gt;
''Hormopogonius'' (''Hormopogonius willowmorensis'' = ''Calicurgus willowmorensis'' Arnold, 1932 p.395); also ''H. tenuicornis'' Arnold, 1934, pp. 379-380&lt;br&gt;
''Java'' &lt;br&gt;
''Micragenia'' - Genus and 2 spp. described in Arnold, 1934 p.286-288.&lt;br&gt;
''Monodontonyx'' &lt;br&gt;
''Phanagenia'' (Madagascar)&lt;br&gt;
''Priocnemis'' - Key in Arnold, 1932 p.379&lt;br&gt;
*Also ''Priocnernis aterrimus'' Arnold, 1934, pp. 385-386.
*''Priocnemis meridionalis'' Arnold, 1934, p. 386.
''Schistonyx'' &lt;br&gt;
&lt;br&gt;
&lt;br&gt;

==Afrotropical Ctenocerinae==
- Key in Arnold, 1932 (Arnold, G. 1932. The Psammocharidae of the Ethiopian region. Part II. Subfamily Claveliinae, Haupt. Annals of the Transvaal Museum 15: 41-122.)&lt;br&gt;
- Claveliinae corrected to Ctenocerinae in Arnold, G. 1934 pp.386-388&lt;br&gt;
- Several new genera and species in Arnold, G. 1934 pp.388-399&lt;br&gt;

==Eumeninae==
Photos of ''Antodynerus'' on GBIF:&lt;br&gt;
''alboniger'': https://www.gbif.org/occurrence/1248689053 (CC BY-NC-SA 3.0)&lt;br&gt; 
''hova'': https://www.gbif.org/occurrence/1320165802 (CC0 1.0)&lt;br&gt;
''kelneri'': https://www.gbif.org/occurrence/3762658306 (CC BY-NC-SA 4.0)&lt;br&gt; 
''lugubris'': https://www.gbif.org/occurrence/1248689125 (CC BY-NC-SA 3.0)&lt;br&gt; 
''seyrigi'': https://www.gbif.org/occurrence/1322648015 (CC0 1.0)&lt;br&gt;
''sheffieldi'': https://www.gbif.org/occurrence/1318932924 (CC0 1.0)&lt;br&gt;
''silaos'': https://www.gbif.org/occurrence/1320574593 (CC0 1.0)&lt;br&gt;

==Ants==
'''Subfamilies of Formicidae (WaspWeb)'''

Number of iNaturalist records for subfamilies of Formicidae in Africa (2023-05-23)
Amblyoponinae              7
Dolichoderinae           630
Dorylinae                 1 167
Formicinae            10 396       Camponotus   6 090; Lepisiota 1 046
Myrmicinae              8 484       Crematogaster  1 786;   Pheidole  1 468;   Messor  1 156 
Ponerinae                1 623
Proceratiinae                  3
Pseudomyrmecinae   296


Aenictinae One Afrotropical genus ''Aenictus'' &lt;br&gt;

Aenictogitoninae One Afrotropical genus ''Aenictogiton'' &lt;br&gt;

Amblyoponinae Five Afrotropical genera &lt;br&gt;

Apomyrminae One Afrotropical genus ''Apomyrma'' &lt;br&gt; 

Cerapachyinae Five Afrotropical genera&lt;br&gt;

Dolichoderinae Eight Afrotropical genera&lt;br&gt;

Dorylinae One Afrotropical genus ''Dorylus'' &lt;br&gt;

Formicinae 20 Afrotropical genera&lt;br&gt;

Leptanillinae One Afrotropical genus ''Leptanilla'' &lt;br&gt;

Myrmicinae 37 Afrotropical genera &lt;br&gt;

Ponerinae 18 Afrotropical genera &lt;br&gt;

Proceratiinae Three Afrotropical genera  &lt;br&gt;

Pseudomyrmecinae One Afrotropical genus Tetraponera &lt;br&gt;


&lt;gallery mode=packed heights=200&gt;
Aenictogiton sp.jpg|''Aenictogiton'' sp., Aenictogitoninae 
Apomyrma stygia casent0101444 profile 1.jpg|''Apomyrma stygia'', Apomyrminae 
Cerapachys coxalis casent0173076 profile 1.jpg|''Cerapachys coxalis'', Cerapachyinae 
Cerapachys centurio castype12081-02 profile 1.jpg|''Cerapachys centurio'', Cerapachyinae
Tapinoma subtile casent0132840 dorsal 1.jpg|''Tapinoma subtile'', Dolichoderinae 
Dorylus helvolus, a, Seringveld.jpg|''Dorylus helvolus'', Dorylinae  
Polyrhachis schistacea00.jpg|''Polyrhachis schistacea'', Formicinae 
Anoplolepis custodiens, met prooi, a, Krugersdorp.jpg|''Anoplolepis custodiens'', Formicinae 
AFRICAN THIEF ANT SIX.jpg|''Carebara vidua'', Myrmicinae 
Millipede Hunter Ant (Plectroctena mandibularis) (11904420373).jpg|''Plectroctena mandibularis'', Ponerinae 
Discothyrea hewitti sam-hym-c000061a profile 1.jpg|''Discothyrea hewitti'', Proceratiinae 
Probolomyrmex filiformis casent0102141 profile 1.jpg|''Probolomyrmex filiformis'', Proceratiinae 
Slender Ant (Tetraponera natalensis) (30538051244).jpg|''Tetraponera natalensis'', Pseudomyrmecinae
&lt;/gallery&gt;

== N-P interactions ==
Dai, Z., Liu, G., Chen, H., Chen, C., Wang, J., Ai, S., Wei, D., Li, D., Ma, B., Tang, C., Brookes, P.C. and Xu, J., 2020. Long-term nutrient inputs shift soil microbial functional profiles of phosphorus cycling in diverse agroecosystems. The ISME journal, 14(3), pp.757-770.
'''Abstract'''
Microorganisms play an important role in soil phosphorus (P) cycling and regulation of P availability in agroecosystems. However, the responses of the functional and ecological traits of P-transformation microorganisms to long-term nutrient inputs are largely unknown. This study used metagenomics to investigate changes in the relative abundance of microbial P-transformation genes at four long-term experimental sites that received various inputs of N and P nutrients (up to 39 years). Long-term P input increased microbial P immobilization by decreasing the relative abundance of the P-starvation response gene (phoR) and increasing that of the low-affinity inorganic phosphate transporter gene (pit). This contrasts with previous findings that low-P conditions facilitate P immobilization in culturable microorganisms in short-term studies. In comparison, long-term nitrogen (N) input significantly decreased soil pH, and consequently decreased the relative abundances of total microbial P-solubilizing genes and the abundances of Actinobacteria, Gammaproteobacteria, and Alphaproteobacteria containing genes coding for alkaline phosphatase, and weakened the connection of relevant key genes. This challenges the concept that microbial P-solubilization capacity is mainly regulated by N:P stoichiometry. It is concluded that long-term N inputs decreased microbial P-solubilizing and mineralizing capacity while P inputs favored microbial immobilization via altering the microbial functional profiles, providing a novel insight into the regulation of P cycling in sustainable agroecosystems from a microbial perspective.

==Diptera==
===Wing and leg-waving behavior in flies===
====Food detection====
*''Rhagio lineola'' and ''R. tringarius'' feed on pollen and/or honeydew, which they locate by sweeping their front legs across the surface of leaves. They have a few fine hairs on their front legs, probably for this purpose. Other Rhagionidae do not have these hairs. 
**https://www.researchgate.net/publication/359760392
*It is also possible that some flies sample the air with the chemical sensors on their legs or feet.
**https://bugguide.net/node/view/217136/bgpage
====Courtship====
*Some Taeniapterinae are thought to wave their white-tipped front legs attract females.
**https://bugguide.net/node/view/217136/bgpage
*''Physiphora clausa'' appear to use leg-waving in courtship displays.
**https://www.flickr.com/photos/jean_hort/4663220062
*Waving of forelegs is included in the complex courtship behavior of ''Physiphora demandata''
**https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1439-0310.1979.tb00298.x
====Mimics for defense====
*Stilt-legged flies ''Rainieria antennaepes'' mimic ichneumonid wasps. They extend their fore-legs in front of their head, so they look like wasp antennae.
**https://thingsbiological.wordpress.com/2012/05/21/stilt-legged-flies-rainieria-antennaepes/ 
*Some hover-fly species mimic wasps by mock stinging, leg waving, or wing wagging.
**https://www.jstor.org/stable/10.1086/674612
*Wing-waving to mimic salticid spiders.
**https://www.researchgate.net/publication/27373081 https://www.researchgate.net/publication/6083895&lt;br&gt;
&lt;br&gt;

===Number of iNat records in Acalyptrate fly families===
The [[w:acalyptratae|acalyptrate fly clade]] includes the following superfamilies and families:&lt;br&gt;

* '''Carnoidea'''
** Acartophthalmidae         0
** Australimyzidae           0
** Braulidae (bee lice)         1
** Canacidae (beach flies)         3
** Carnidae (bird flies)         0
** Chloropidae (frit flies)         259
** Cryptochetidae              1
** Inbiomyiidae                0
** Milichiidae (freeloader flies) 158
&lt;br&gt;
* '''Diopsoidea'''
** Diopsidae (stalk-eyed flies)    545
** Gobryidae                   0
** Megamerinidae               0
** Nothybidae                   0
** Psilidae (rust flies)         29
** Somatiidae                   0
** Syringogastridae            0
&lt;br&gt;
* '''Ephydroidea'''
** Camillidae  0
** Campichoetidae   0
** Curtonotidae (quasimodo flies)   15
** Diastatidae 0
** Drosophilidae (vinegar and fruit flies) 312
** Ephydridae (shore flies) 117
&lt;br&gt;
* '''Lauxanioidea'''
** Celyphidae (beetle flies)  0
** Chamaemyiidae (aphid flies)  24
** Cremifaniidae  0
** Lauxaniidae (lauxaniid flies)  710
&lt;br&gt;
* '''Nerioidea'''
** Cypselosomatidae  0
** Fergusoninidae  0
** Micropezidae (stilt-legged flies)  245
** Neriidae  109
** Strongylophthalmyiidae  0
** Tanypezidae (stretched-foot flies)  0
&lt;br&gt;
* '''Opomyzoidea'''
** Agromyzidae (leaf-miner flies) 161
** Anthomyzidae  3
** Asteiidae  4
** Aulacigastridae  2
** Clusiidae (druid flies) 2
** Marginidae  0
** Neminidae 0 
** Neurochaetidae 0
** Odiniidae  0
** Opomyzidae  4
** Periscelididae  1
** Teratomyzidae  0
** Xenasteiidae  0
&lt;br&gt;
* '''Sciomyzoidea''' 
** Coelopidae (kelp flies)  51
** Conopidae (thick-headed flies)  192
** Dryomyzidae  1
** Helcomyzidae  0
** Helosciomyzidae  0
** Heterocheilidae  0
** Huttoninidae  0
** Natalimyzidae  0
** Phaeomyiidae  0
** Ropalomeridae  1
** Sciomyzidae (marsh flies)  67
** Sepsidae (black scavenger flies)  269
&lt;br&gt;
* '''Sphaeroceroidea'''
** Chyromyidae (golden flies)  19
** Heleomyzidae (heleomyzid flies)  151
** Nannodastiidae  0
** Sphaeroceridae (lesser dung flies)  48
&lt;br&gt;
* '''Tephritoidea'''
** Ctenostylidae  1
** Lonchaeidae (lance flies) 47
** Pallopteridae (flutter-wing flies)  5
** Piophilidae (cheese skipper flies) 1
** Platystomatidae (signal flies)  683
** Pyrgotidae (scarab-pursuing flies)  119
** Richardiidae  0
** Tachiniscidae  2
** Tephritidae (fruit flies)  1,759
** Ulidiidae (picture-winged flies) 165</text>
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      <text bytes="315" sha1="nhu85d57xv35m25xbzhsjl28vu4sbix" xml:space="preserve">One, two, three, four, five once I caught a fish alive
Six, seven, eight, nine, ten then I let it go again.
Why did you let it go?
Because it bit my finger so.Which finger did it bite?
The little finger on my right.

== See Also ==
* [[Wikipedia: One, Two, Three, Four, Five]]

[[Category:Nursery Rhymes and Songs]]</text>
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      <text bytes="316" sha1="ehpbvzm9zh8e9uv1f28fn3atynahodw" xml:space="preserve">One, two, three, four, five once I caught a fish alive.
Six, seven, eight, nine, ten then I let it go again.
Why did you let it go?
Because it bit my finger so.Which finger did it bite?
The little finger on my right.

== See Also ==
* [[Wikipedia: One, Two, Three, Four, Five]]

[[Category:Nursery Rhymes and Songs]]</text>
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      <comment>Updating gadget usage statistics from [[Special:GadgetUsage]] ([[phab:T121049]])</comment>
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      <text bytes="1280" sha1="n4az0mol4n94qsqm0b2ovgudk84px58" xml:space="preserve">{{#ifexist:Project:GUS2Wiki/top|{{/top}}|This page provides a historical record of [[Special:GadgetUsage]] through its page history. To get the data in CSV format, see wikitext. To customize this message or add categories, create [[/top]].}}
The following data is cached, and was last updated 2025-06-25T06:47:57Z. A maximum of {{PLURAL:5000|one result is|5000 results are}} available in the cache.
{| class=&quot;sortable wikitable&quot;
! Gadget !! data-sort-type=&quot;number&quot; | Number of users !! data-sort-type=&quot;number&quot; | Active users
|-
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|-
|EnhancedTalk || 1381 || 4
|-
|HideFundraisingNotice || 825 || 8
|-
|HotCat || 898 || 10
|-
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|-
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|-
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|-
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|-
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* [[Special:GadgetUsage]]
* [[m:Meta:GUS2Wiki/Script|GUS2Wiki]]
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--&gt;</text>
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  <page>
    <title>Large language models</title>
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      <timestamp>2025-06-27T09:27:15Z</timestamp>
      <contributor>
        <username>Conan</username>
        <id>183430</id>
      </contributor>
      <comment>/* External */ https://cookbook.openai.com/</comment>
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      <text bytes="26360" sha1="h345dyeixlf69r0lhvujfiayrq541h9" xml:space="preserve">{{Short description|Machine learning models designed for natural language processing}}
[[File:LLM-logo.svg|thumb]]
Large language models (LLM's) are software programs that are also known as a form of &quot;artificial intelligence&quot; (AI); LLM's are specifically an aspect of generative AI. This wiki area is for learning, teaching, and research related to LLM's. 
{{RightTOC}}
[[Image:Multiple attention heads.png|right|280px|thumb|An illustration of multiple attention heads, each having its own criteria of relevance of other tokens for one of the tokens within the scope of a context window. (For the purpose of illustration, the context window consists of only one sentence.]]

==Discourse and ideas==
Here is discourse and ideas related to large language models. Perhaps once significantly developed/refined, some of these can have their own sub-page or become a unique learning resource. 
===Learning wikis as training data===
Unless laws change, Creative Commons content appears to be valid training data for LLM's. As LLM's progress and advance, more and more data can be utilized to training increasingly complex models. Learning wikis devoted to learning, teaching, and resource, that allow for original research and original content creation (related to learning, teaching, and research), can potentially be extremely valuable (in terms of educational value) for large language models. Perhaps in the future (if this does not already exist), large language models will be able to continuously be trained on, retain, and learn from new data and information. Perhaps in the future, an open source large language model could only be trained on Creative Commons data, and therefore, all generated content would also be licensed under Creative Commons. 

==Discussion questions==
Here are some learning and teaching oriented discussion questions related to large language models. Humans can use language and mental effort to explore these ideas collaboratively, or some of these could be used as prompts to see how an LLM might respond. 
* Would a large language model that is only trained on Creative Commons licensed data only be capable of generating responses to prompts that can also be rightly and correctly licensed under a Creative Commons license? 
* How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? 
* What are some ethical considerations related to large language models that should be considered? 
* What are some pros and cons to open source large language models? Will open source LLM's likely become more advanced the propriety LLM's eventually? What do you think? 
* How can large language models help to advance and accelerate technological automation in ways that will benefit all of humanity? 
* In what ways can large language models help programmers to code?
* Can music be thought of a language within the realm of large language models? 
* What is differentiable computing and how does differentiable computing relate to large language models? 
* How can teachers utilize large language models to help accelerate student learning and to help students learn more efficiently? 

== Educational prompt ideas==
These are original prompt ideas regarding ways to learn about large language models, and also to explore using LLM's for learning, teaching, and research. Input these into your preferred LLM (without quotes) to see what results are generated. LLM's might produce interesting or useful answers in response to these prompts. Some of these prompts may be interesting or useful for discussions among and between humans. 

* &quot;Describe to me how large language models can be utilized for learning, teaching, and research. Do this in an about 200 word two paragraph mini essay. Explain it to me like I am a freshman in community college.&quot; 
* &quot;Give me a list of 12 ways that large language models can be utilized for learning, teaching, and research.&quot;
* &quot;How can LLM's be utilized to accelerate the pace of research and scientific discovery?&quot;
* &quot;What are some ethical considerations related to large language models that should be considered?&quot;
* &quot;What are some pros and cons to open source large language models? Will open source LLM's likely become more advanced the propriety LLM's eventually? What do you think?&quot;
* &quot;What are some project ideas to integrate large language models in with humanoid robots, and/or other sorts of robots? Please give me 15 project ideas that can be relatively simple or extremely complex.&quot;
* &quot;Please search the Internet if possible. In what ways have university professors and academic researchers been using large language models in the last year? Please respond in list form.&quot;
* &quot;In what ways can large language models help programmers to code? Please provide me 8 examples and respond in list form.&quot;
* &quot;Can music be thought of a language within the realm of large language models?&quot;
* &quot;What is differentiable computing and how does differentiable computing relate to large language models?&quot;
* &quot;How can one fine tune an open source large language model?&quot;
* &quot;What are some popular state of the art open source large language models. Please search the internet as helpful and respond to me in list form.&quot;
* &quot;Please give me a list of important terminology that I should be aware of when working with and training open source large language models. Please be comprehensive. Please respond in list form. And please search the internet as helpful.&quot;
* &quot;What sort of hardware should I utilize to run the most competent open source large language models that I want to utilize for learning, teaching, and research? Please search the internet as helpful.&quot;
* &quot;How can teachers utilize large language models to help accelerate student learning and to help students learn more efficiently? Please respond in list form.&quot;
* &quot;How can researchers utilize large language models to create theories, hypothesis, and to formulate potential research studies? Please respond in short paragraphs, but in list form.&quot;

== Readings and learning media ==
=== Wikipedia ===
{{:Cross-domain_AI_topics}}
==== LLM Topics ====
Categories and lists:
: {{wc|Natural language processing}}
:: {{wc|Tasks of natural language processing}}
: {{wc|Large language models}}
:: {{wc|Generative pre-trained transformers}}
:: {{w|List of large language models}}

===== Basics =====
: {{w|ChatGPT}}
: {{w|Large language model}}
: {{w|Prompt engineering}}
: {{w|GPT-4}}
: {{w|ChatGPT in education}}
: {{w|Turing test}}
: {{w|Natural-language understanding}}
: {{w|Word embedding}}
===== Intermediate =====
: {{w|Transformer (deep learning architecture)}}
: {{w|Attention (machine learning)}}
: {{w|LLaMA}}
: {{w|Mistral AI}}
: {{w|Foundation model}}
: {{w|LangChain}}
: {{w|Generative pre-trained transformer}} (GPT)
: {{w|GitHub Copilot}}

===== Advanced =====
: {{w|Reflection (artificial intelligence)}}
: {{w|Reasoning language model}}
: {{w|Retrieval-augmented generation}}
: {{w|Knowledge distillation}}
: {{w|Model compression}}
: {{w|History of natural language processing}}
: {{w|Neural scaling law}}
: {{w|GitHub Copilot}}
: {{w|Automated reasoning}}
: {{w|Mixture of experts}}
: {{w|Gemini (language model)}}
: {{w|Auto-GPT}}
: {{w|VideoPoet}}
: {{w|Artificial intelligence in Wikimedia projects}}
: {{w|Artificial intelligence content detection}}
: {{w|Language model}}
:: {{w|Language model benchmark}}
:: {{w|Language_model#Evaluation_and_benchmarks|Evaluation and benchmarks}}
::: {{w|MMLU}}
: {{wc|Tasks of natural language processing}}
:: {{w|Question answering}}
:: {{w|Sentiment analysis}}
:: {{w|Named-entity recognition}}
: {{w|Zero-shot learning}}
: More
:: Internals
::: {{w|Word2vec}}
::: {{w|Seq2seq}}
::: {{w|GloVe}}
:: {{w|List of large language models}}
::: {{w|BERT (language model)|BERT}}
::: {{w|T5 (language model)|T5}}
::: {{w|Llama (language model)|Llama}}
::: {{w|Chinchilla (language model)|Chinchilla AI}}
::: {{w|PaLM}}
::: {{w|Generative pre-trained transformer|GPT}}
::: {{w|GPT-1|1}}, {{w|GPT-2|2}}, {{w|GPT-3|3}}, {{w|GPT-J|J}}
:::: {{w|ChatGPT}}
:::: {{w|GPT-4|4}}, {{w|GPT-4o|4o}}
:::: {{w|OpenAI o1|o1}}, {{w|OpenAI o3|o3}}
::: {{w|Claude (language model)|Claude}}
::: {{w|Gemini (language model)|Gemini}}
:::: {{w|Gemini (chatbot)|chatbot}}
::: {{w|Grok (chatbot)|Grok}}
:: {{w|LaMDA}}
::: {{w|BLOOM (language model)|BLOOM}}
::: {{w|Project Debater}}
::: {{w|IBM Watson}}
::: {{w|IBM Watsonx}}
::: {{w|IBM Granite|Granite}}
::: {{w|Huawei PanGu|PanGu-Σ}}
::: {{w|DeepSeek}}
::: {{w|Qwen}}

===External===
: https://hf.co/learn/
: https://academy.openai.com/
: https://cookbook.openai.com/
: https://academy.langchain.com/
: [https://medium.com/@tom_21755/understanding-causal-llms-masked-llm-s-and-seq2seq-a-guide-to-language-model-training-d4457bbd07fa Understanding Causal LLM’s, Masked LLM’s, and Seq2Seq: A Guide to Language Model Training Approaches]
: Docs
:: https://docs.x.ai/
:: https://platform.deepseek.com/
:: https://platform.openai.com/
:: https://docs.anthropic.com/
:: https://docs.mistral.ai/
: Papers, publications
:: https://huggingface.co/papers
:: [https://arxiv.org/abs/2201.11903 Chain-of-Thought Prompting Elicits Reasoning in Large Language Models, 2022]
:: [https://arxiv.org/abs/2106.09685 LoRA: Low-Rank Adaptation of Large Language Models, 2021]
:: [https://arxiv.org/abs/1706.03762 Attention Is All You Need, 2017]
: Articles
:: https://www.pinecone.io/learn/retrieval-augmented-generation/
:: [https://stpp.fordschool.umich.edu/tags/large-language-models Large Language Models] - Articles
:: [https://hai.stanford.edu/news/how-large-language-models-will-transform-science-society-and-ai How Large Language Models Will Transform Science, Society, and AI]
:: [https://insights.sei.cmu.edu/blog/harnessing-the-power-of-large-language-models-for-economic-and-social-good-foundations/ Harnessing the Power of Large Language Models For Economic and Social Good: Foundations]
:: [https://courses.grainger.illinois.edu/CS447/sp2023/Slides/Lecture27.pdf Lecture 27: Intro to Large Language Models]

==== Model Context Protocol (MCP) Course ====
: [https://huggingface.co/learn/mcp-course/unit0/introduction MCP Course]
==== AI Agents Course ====
[https://hf.co/learn/agents-course/unit0/introduction Hugging Face AI Agents Course]
: [https://hf.co/learn/agents-course/unit1/introduction Introduction to Agents]
:: [https://huggingface.co/learn/agents-course/unit1/agent-steps-and-structure Thought-Action-Observation Cycle]
: [https://hf.co/learn/agents-course/unit2/introduction Frameworks for AI Agents]
:: [https://hf.co/learn/agents-course/unit2/smolagents/introduction smolagents] 
::: [https://huggingface.co/learn/agents-course/unit2/smolagents/code_agents code agents]
::: [https://huggingface.co/learn/agents-course/unit2/smolagents/tools tools]
::: [https://huggingface.co/learn/agents-course/unit2/smolagents/multi_agent_systems multi-agent]
::: ... [https://huggingface.co/docs/smolagents/index docs]
:: [https://hf.co/learn/agents-course/unit2/llama-index/introduction LlamaIndex]
::: ... [https://docs.llamaindex.ai/en/stable/understanding/ docs]
:: [https://hf.co/learn/agents-course/unit2/langgraph/introduction LangGraph]
::: ... [https://academy.langchain.com/courses/intro-to-langgraph Introduction to LangGraph], [https://langchain-ai.github.io/langgraph/ docs]
: [https://hf.co/learn/agents-course/unit3/agentic-rag/introduction Use Case for Agentic RAG]
:: [https://huggingface.co/learn/agents-course/unit3/agentic-rag/invitees tools]
: bonus
:: [https://hf.co/learn/agents-course/bonus-unit1/introduction Fine-tuning an LLM for Function-calling]
:: [https://hf.co/learn/agents-course/bonus-unit2/introduction Agent Observability and Evaluation]

==== LLM Course ====
Introductory course about natural large language models (LLMs) and language processing (NLP) using libraries from the Hugging Face ecosystem &amp;ndash; Transformers, Datasets, Tokenizers, and Accelerate.

: [https://hf.co/course/chapter0/1 '''LLM Course''']
:: [https://hf.co/course/chapter1/1 Transformer models]
::: [https://hf.co/course/chapter1/2 NLP and LLM], [https://hf.co/course/chapter1/3 What], [https://hf.co/course/chapter1/4 How], [https://hf.co/course/chapter1/5 Encoder], [https://hf.co/course/chapter1/6 Decoder], [https://hf.co/course/chapter1/7 Sequence-to-sequence], [https://hf.co/course/chapter1/8 Bias and limitations], 
:: [https://hf.co/course/chapter2/1 Using transformers]:
::: [https://hf.co/course/chapter2/2 pipeline], [https://hf.co/course/chapter2/3 models], [https://hf.co/course/chapter2/4 tokenizer], [https://hf.co/course/chapter2/5 batching], decoding, padding, attention mask
:: [https://hf.co/course/chapter3/1 Fine-tuning a pretrained model]:
::: [https://hf.co/course/chapter3/2 Preprocessing]&lt;small&gt;: tokenization, padding&lt;/small&gt;, [https://hf.co/course/chapter3/3 Fine-tuning], [https://hf.co/course/chapter3/4 Full training], map, [https://hf.co/docs/datasets/index dataset], dynamic padding, batch, collate function, train, predict, evaluate, [https://github.com/huggingface/accelerate accelerate]
:: [https://hf.co/course/chapter4/1 Sharing models and tokenizers]:
::: [https://hf.co/course/chapter4/2 Using], [https://hf.co/course/chapter4/3 Sharing]: push_to_hub, upload_file, Repository, git lfs, [https://hf.co/course/chapter4/4 Model card]
:: [https://hf.co/course/chapter5/1 The datasets library]:
::: [https://hf.co/course/chapter5/2 Loading dataset], [https://hf.co/course/chapter5/3 Slicing], batch, DataFrame, validation, splitting, [https://hf.co/course/chapter5/4 Big]: streaming, [https://hf.co/course/chapter5/5 Creating], [https://hf.co/course/chapter5/6 Semantic search]: embedding, [https://faiss.ai/ FAISS]
:: [https://hf.co/course/chapter6/1 The tokenizers library]:
::: [https://hf.co/course/chapter6/2 Training tokenizer], [https://hf.co/course/chapter6/3 Fast], grouping, [https://hf.co/course/chapter6/3b QnA], [https://hf.co/course/chapter6/4 Pre-tokenization], ([https://hf.co/docs/tokenizers/api/models models],[https://hf.co/docs/tokenizers/api/trainers trainers]), [https://hf.co/course/en/chapter6/5 Byte-Pair Encoding (BPE)], [https://hf.co/course/chapter6/6 WordPiece], [https://hf.co/course/chapter6/7 Unigram], [https://hf.co/course/chapter6/8 Building]: [https://hf.co/docs/tokenizers/api/post-processors post processors], [https://hf.co/docs/tokenizers/components#decoders decoders]
:: [https://hf.co/course/chapter7/1 Main nlp tasks]:
::: [https://hf.co/course/chapter7/2 Token classification], metrics, perplexity, [https://hf.co/course/chapter7/3 Fine-tuning a masked LM], [https://hf.co/course/chapter7/4 Translation], [https://hf.co/course/chapter7/5 Summarization], [https://hf.co/course/chapter7/6 CLM], [https://hf.co/course/chapter7/7 QnA]
:: [https://hf.co/course/chapter8/1 How to ask for help]
::: [https://hf.co/course/chapter8/2 Error], [https://hf.co/course/chapter8/3 Forums], [https://hf.co/course/chapter8/4 Debugging], [https://hf.co/course/chapter8/5 Issue]
:: [https://hf.co/course/chapter9/1 Gradio Demos]
::: [https://hf.co/course/chapter9/2 Building], [https://hf.co/course/chapter9/3 Interface class], [https://hf.co/course/chapter9/4 Sharing], [https://hf.co/course/chapter9/5 Integration], [https://hf.co/course/chapter9/7 Gradio Blocks]
:: [https://hf.co/course/chapter10/1 Curate high-quality datasets]
:: [https://hf.co/course/chapter11/1 Fine-tune Large Language Models]
:: [https://hf.co/course/chapter12/1 Build Reasoning Models]
:: [https://hf.co/course/events/1 Course Events]

==== Hugging Face docs ====
: https://hf.co/docs
===== Core libraries =====
::: [https://hf.co/docs/transformers Transformers] &amp;ndash; State-of-the-art ML for Pytorch, TensorFlow, and JAX.
:::: [https://hf.co/docs/transformers/pipeline_tutorial Inference, Tutorials]
::::: {{colbegin|2}} Run inference with pipelines, Write portable code with AutoClass, Preprocess data, Fine-tune a pretrained model, Train with a script, Set up distributed training with Accelerate, Load and train adapters with PEFT, Share your model, Agents 101, Agents, supercharged - Multi-agents, External tools, and more, Generation with LLMs, Chatting with Transformers {{colend}}
::::: [https://hf.co/docs/transformers/pipeline_tutorial Pipline]
::::: [https://hf.co/docs/transformers/llm_tutorial LLM]
::::: [https://hf.co/docs/transformers/conversations Chat]
:::: Tasks
::::: [https://hf.co/docs/transformers/tasks/sequence_classification NLP]
:::::: Text classification, Token classification, Question answering, Causal language modeling, Masked language modeling, Translation, Summarization, Multiple choice
::::: [https://hf.co/docs/transformers/tasks/audio_classification Audio], [https://hf.co/docs/transformers/tasks/image_classification Vision],[https://hf.co/docs/transformers/tasks/image_captioning Multimodal], [https://hf.co/docs/transformers/generation_strategies Generation], [https://hf.co/docs/transformers/tasks/idefics Prompting]
:::: [https://hf.co/docs/transformers/fast_tokenizers Developer guides]
:::: [https://hf.co/docs/transformers/quantization/overview Quantization]
:::: [https://hf.co/docs/transformers/performance Performance]
:::: [https://hf.co/docs/transformers/contributing Contributing]
:::: [https://hf.co/docs/transformers/philosophy Conceptual guides]
:::: [https://hf.co/docs/transformers/main_classes/agent API]
::::: [https://hf.co/docs/transformers/main_classes/pipelines#transformers.pipeline pipeline] &amp;ndash; simple interface for inference with models.
::::: ...
:::: [https://hf.co/docs/transformers/model_doc/albert Text models]
:::: [https://hf.co/docs/transformers/internal/modeling_utils Internal helpers]
:::: [https://hf.co/docs/transformers/model_doc/auto#auto-classes Auto classes]: AutoConfig, AutoModel, and AutoTokenizer. The from_pretrained method.
:::: [https://hf.co/docs/transformers/main_classes/trainer#transformers.Trainer Trainer] and [https://hf.co/docs/transformers/main_classes/trainer#transformers.TrainingArguments TrainingArguments] 
:::: [https://hf.co/docs/transformers/main/en/glossary Glossary]
::::: [https://huggingface.co/docs/transformers/main/en/glossary#head model head]
::: [https://hf.co/docs/datasets Datasets] &amp;ndash; Access and share datasets for computer vision, audio, and NLP tasks.
:::: [https://hf.co/docs/datasets/tutorial Tutorials]
:::: [https://hf.co/docs/datasets/how_to How-to guides]
:::: [https://hf.co/docs/datasets/about_arrow Conceptual guides]
:::: [https://hf.co/docs/datasets/package_reference/main_classes Reference]
::: [https://hf.co/docs/accelerate Accelerate] &amp;ndash; Easily train and use PyTorch models with multi-GPU, TPU, mixed-precision.
::: [https://hf.co/docs/tokenizers Tokenizers] &amp;ndash; Fast tokenizers, optimized for both research and production.
:::: Main components: Normalizers, Pre-tokenizers, Models, Post-Processors, Decoders
:::: More APIs: ... Input Sequences, Encode Inputs, Tokenizer, Encoding, Added Tokens, Visualizer

===== More docs =====
:: [https://hf.co/docs/hub Hub] &amp;ndash; Host Git-based models, datasets and Spaces on the Hugging Face Hub.
:: [https://hf.co/docs/diffusers Diffusers] &amp;ndash; State-of-the-art diffusion models for image and audio generation in PyTorch.
:: [https://hf.co/docs/huggingface_hub Hub Python Library] &amp;ndash; Client library for the HF Hub: manage repositories from your Python runtime.
:: [https://hf.co/docs/huggingface.js Huggingface.js] &amp;ndash; A collection of JS libraries to interact with Hugging Face, with TS types included.
:: [https://hf.co/docs/transformers.js Transformers.js] &amp;ndash; Community library to run pretrained models from Transformers in your browser.
:: [https://hf.co/docs/api-inference Inference API (serverless)] &amp;ndash; Experiment with over 200k models easily using the serverless tier of Inference Endpoints.
:: [https://hf.co/docs/inference-endpoints Inference Endpoints (dedicated)] &amp;ndash; Easily deploy models to production on dedicated, fully managed infrastructure.
:: [https://hf.co/docs/peft PEFT] &amp;ndash; Parameter efficient fine-tuning methods for large models
::: [https://hf.co/docs/peft/tutorial/peft_model_config Tutorial]
::: [https://hf.co/docs/peft/task_guides/prompt_based_methods PEFT method guides]
:::: LoRA, IA3
::: [https://hf.co/docs/peft/developer_guides/model_merging Developer guides]
:::: Model merging, Quantization, LoRA, Custom models, Adapter injection, Mixed adapter types, torch.compile, Contribute to PEFT, Troubleshooting, PEFT checkpoint format
::: [https://hf.co/docs/peft/accelerate/deepspeed Acceselerate]
:::: DeepSpeed, Fully Sharded Data Parallel
::: [https://hf.co/docs/peft/conceptual_guides/adapter Conceptual guides]
:::: Adapters, Soft prompts: Prompt tuning, Prefix tuning, P-tuning, Multitask prompt tuning, CPT; IA3, OFT/BOFT
::: [https://hf.co/docs/peft/package_reference/auto_class API reference]
:::: [https://hf.co/docs/peft/package_reference/auto_class Main classes]
::::: AutoPeftModel, PEFT model, PEFT types, Configuration, Tuner
:::: [https://hf.co/docs/peft/package_reference/adalora Adapters]
::::: {{colbegin|2}} AdaLoRA, IA3, Llama-Adapter, LoHa, LoKr, LoRA, X-LoRA, LyCORIS, Multitask Prompt Tuning, OFT, BOFT, Polytropon, P-tuning, Prefix tuning, Prompt tuning, Layernorm tuning,   VeRA, FourierFT, VB-LoRA, HRA, CPT, Bone{{colend}}
::: [https://hf.co/docs/peft/package_reference/merge_utils Utilities]
:::: Model merge, Helpers, Hotswapping adapters
:: [https://hf.co/docs/optimum Optimum] &amp;ndash; Fast training and inference of HF Transformers with easy to use hardware optimization tools.
:: [https://hf.co/docs/optimum-neuron AWS Trainium &amp;amp; Inferentia] &amp;ndash; Train and Deploy Transformers &amp;amp; Diffusers with AWS Trainium and AWS Inferentia via Optimum
:: [https://hf.co/docs/evaluate Evaluate] &amp;ndash; Evaluate and report model performance easier and more standardized.
::: types: metrics, comparisons, measurements
:: [https://hf.co/tasks Tasks]
::: extraction, question answering, classification, generation ...
:: [https://hf.co/docs/dataset-viewer Dataset viewer] &amp;ndash; API to access the contents, metadata and basic statistics of all Hugging Face Hub datasets.
::: Splits and subsets, [https://github.com/huggingface/dataset-viewer dataset-viewer]
:: [https://hf.co/docs/trl TRL] &amp;ndash; Transformer Reinforcement Learning
:::  reward modeling, fine-tuning, optimizations, 
:: [https://hf.co/docs/sagemaker Amazon SageMaker] &amp;ndash; Train and Deploy Transformer models with Amazon SageMaker and Hugging Face Deep Learning Containers (DLC).
:: [https://hf.co/docs/timm timm] &amp;ndash; Pytorch Image Models.
::: State-of-the-art computer vision models, layers, optimizers, training/evaluation, and utilities.
:: [https://hf.co/docs/safetensors Safetensors] &amp;ndash; Simple, safe way to store and distribute neural networks weights.
:: [https://hf.co/docs/text-generation-inference Text Generation Inference (TGI)] &amp;ndash; Toolkit to serve Large Language Models.
::: Conceptual Guides
::::  [https://hf.co/docs/text-generation-inference/conceptual/chunking V3 update, caching and chunking]
::::  [https://hf.co/docs/text-generation-inference/conceptual/streaming Streaming]
::::  [https://hf.co/docs/text-generation-inference/conceptual/quantization Quantization]
::::  [https://hf.co/docs/text-generation-inference/conceptual/tensor_parallelism Tensor Parallelism]
::::  [https://hf.co/docs/text-generation-inference/conceptual/paged_attention PagedAttention]
::::  [https://hf.co/docs/text-generation-inference/conceptual/safetensors Safetensors]
::::  [https://hf.co/docs/text-generation-inference/conceptual/flash_attention Flash Attention]
::::  [https://hf.co/docs/text-generation-inference/conceptual/speculation Speculation (Medusa, ngram)]
::::  [https://hf.co/docs/text-generation-inference/conceptual/guidance How Guidance Works (via outlines)]
::::  [https://hf.co/docs/text-generation-inference/conceptual/lora LoRA (Low-Rank Adaptation)]
::::  [https://hf.co/docs/text-generation-inference/conceptual/external External Resources]

:: [https://hf.co/docs/text-embeddings-inference Text Embeddings Inference] &amp;ndash; Toolkit to serve Text Embedding Models.
:: [https://hf.co/docs/competitions Competitions] &amp;ndash; Create your own competitions on Hugging Face.
:: [https://hf.co/docs/bitsandbytes Bitsandbytes] &amp;ndash; Toolkit to optimize and quantize models.
:: [https://hf.co/docs/optimum-tpu Google TPUs] &amp;ndash; Deploy models on [https://cloud.google.com/tpu/docs Google TPUs] via Optimum.
:: [https://hf.co/docs/chat-ui Chat UI] &amp;ndash; Open source chat frontend, powers the [https://hf.co/chat HuggingChat] app.
:: Extras
::: [https://hf.co/docs/hugs Hugging Face Generative AI Services (HUGS)] 
::: [https://hf.co/docs/leaderboards Leaderboards] &amp;ndash; Create your own Leaderboards on Hugging Face.
::: [https://hf.co/docs/autotrain AutoTrain] &amp;ndash; AutoTrain API and UI.
:::: [https://hf.co/autotrain autotrain]
::: [https://huggingface.co/docs/smolagents/index smolagents]

===Videos===
* [https://www.youtube.com/watch?v=5sLYAQS9sWQ How Large Language Models Work]
* [https://www.youtube.com/watch?v=JhCl-GeT4jw Large Language Models and The End of Programming - CS50 Tech Talk with Dr. Matt Welsh]
* [https://www.youtube.com/watch?v=yBI1nPep72Q LMStudio Tutorial Run ANY Open-Source Model LOCALLY]
* [https://www.youtube.com/watch?v=UU1WVnMk4E8 Create a Large Language Model from Scratch with Python – Tutorial]
* [https://www.youtube.com/watch?v=eC6Hd1hFvos Fine-tuning Large Language Models (LLMs) | w/ Example Code]

===Data sets===
* [https://hf.co/blog/Pclanglais/two-trillion-tokens-open Releasing the largest multilingual open pretraining dataset]
:: [https://hf.co/datasets/PleIAs/common_corpus Common Corpus]
:: [https://hf.co/datasets/PleIAs/common_corpus/tree/main Files and versions]

==See also==
: [[Computer science]]
: [[Artificial intelligence]]
: [[Machine learning]]
: [[Artificial Intelligence &amp; Machine Learning]]
: [[Artificial Intelligence and Robotics Laboratory]]
: [[Artificial Consciousness]]
: [[Supersymmetric Artificial Neural Network]]
: [[History of artificial intelligence]]

[[Category: Computer science]]
[[Category: Machine learning]]
[[Category: Artificial intelligence]]</text>
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    <title>Plato's Dialogues</title>
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      <contributor>
        <username>JoanSevier</username>
        <id>2995500</id>
      </contributor>
      <minor />
      <comment>/* Tetralogy I */</comment>
      <origin>2719782</origin>
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[[File:Plato Silanion Musei Capitolini MC1377.jpg|thumb|A bust of Plato, the author of the ''Dialogues''|258x258px]]
Plato’s ''Dialogues'' are some of the most influential works in the history of philosophy. The following course is an introductory overview of the Dialogues. Students will learn some of the foundational ideas of Western philosophy and familiarize themselves with the Socratic way of thinking.

== Lectures ==

=== [[Plato's Dialogues/Introduction|Introduction]] ===

* Ancient Athens
* Socrates
* Plato
* The ''Dialogues''


The following is a list of the works of Plato as organized into &quot;tetralogies,&quot; or groups of four, by the ancient scholar Thrasyllus. Though some dialogues build on others, they can be viewed in any order.

=== Tetralogy I ===

* [[Plato's Dialogues/Euthyphro|Euthyphro]]
* Apology
* Crito
* Phaedo

=== Tetralogy II ===

* Cratylus
* Theatetus
* Sophist
* Statesman

=== Tetralogy III ===

* Parmenides
* Philebus
* Symposium
* Phaedrus

=== Tetralogy IV ===

* Alcibiades
* Second Alcibiades
* Hipparchus
* Lovers

=== Tetralogy V ===

* Theages
* Charmides
* Laches
* Lysis

=== Tetralogy VI ===

* Euthydemus
* Protagoras
* Gorgias
* Meno

=== Tetralogy VII ===

* Hippias Major
* Hippias Minor
* Ion
* Menexenus

=== Tetralogy VIII ===

* Clitophon
* Republic
* Timaeus
* Critias

=== Tetralogy IX ===

* Minos
* Laws
* Epinomis
* Letters

[[Category:Plato|Dialogues]]</text>
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    <title>WikiJournal Preprints/Mental health in Sri Lanka</title>
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      <contributor>
        <username>Atcovi</username>
        <id>276019</id>
      </contributor>
      <comment>/* Effect on Mental Health */</comment>
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      <text bytes="27612" sha1="q3z6o8nh39e9n5uum4yyeweqjjtqing" xml:space="preserve">{{Article info
| journal = WikiJournal of Medicine      &lt;!-- WikiJournal of Medicine, Science, or Humanities --&gt;
| last1 = Azeez
| orcid1 = 0009-0007-9202-4614
| first1 = Aaqib
| last2 = 
| first2 = 
| last3 = 
| first3 = 
| last4 = 
| first4 = &lt;!-- up to 9 authors can be added in this above format --&gt;
| et_al = &lt;!-- if there are &gt;9 authors, hyperlink to the list here --&gt;
| affiliation1 = Old Dominion University
| correspondence1 = yonikmalik@gmail.com
| affiliations = institutes / affiliations
| correspondence = email@address.com
| keywords = &lt;!-- up to 6 keywords --&gt;
| license = &lt;!-- default is CC-BY --&gt;
| abstract = Abstract text goes here
}}

Mental health continues to be a critically relevant topic as the island nation has experienced decades of [[w:Black_July|violent ethnic conflict]], terrorist attacks, war crimes, and economic disruptions. Sri Lanka has only recently exited the climaxes of a [[w:Sri_Lankan_economic_crisis_(2019–2024)|severe economic crisis in 2022]], a [[w:Sri_Lankan_civil_war|nearly 30-year civil war ending in 2009]], a [[w:2019_Sri_Lanka_Easter_bombings|2019 terrorist attack]], and continues to face the ripple effects of the [[w:2004_Boxing_Day_tsunami|2004 Boxing Day tsunami]]. The exact effect these major events have had on mental health in the country is &quot;unknown&quot;, but the statistics remain alarming despite a declining trend. 

Suicide rates in the country during the mid-1990s were the second-highest in the world with ingesting toxic products being the main suicide method. Despite the decline in suicide numbers since then—possibly attributed to Sri Lanka's ban on toxic products—evidence from a 2023 study reports an upward trend in suicide through hanging from 2016 to 2021—independent of the [[w:COVID-19_pandemic_in_Sri_Lanka|COVID-19 pandemic]]. Several risk factors for suicide, such as poverty and economic instability, are still prevalent and even increasing in the country to this day&lt;ref&gt;{{Cite journal|last=Rajapakse|first=Thilini|last2=Silva|first2=Tharuka|last3=Hettiarachchi|first3=Nirosha Madhuwanthi|last4=Gunnell|first4=David|last5=Metcalfe|first5=Chris|last6=Spittal|first6=Matthew J.|last7=Knipe|first7=Duleeka|date=2023-01-19|title=The Impact of the COVID-19 Pandemic and Lockdowns on Self-Poisoning and Suicide in Sri Lanka: An Interrupted Time Series Analysis|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC9914278/|journal=International Journal of Environmental Research and Public Health|volume=20|issue=3|pages=1833|doi=10.3390/ijerph20031833|issn=1660-4601|pmc=9914278|pmid=36767200}}&lt;/ref&gt;.

==History==

In the 1800s, established care for mental health began shifting from indigenous practices, mainly derived from [[w:Ayurveda|Ayurveda medicine]], to a Western model&lt;ref name=&quot;:0&quot;&gt;Gambheera, H. (2011). [https://www.saarcpsychiatry.com/viewText?chapter=c6 The evolution of psychiatric services in Sri Lanka]. South Asian Journal of Psychiatry, 2(1), 25–27.&lt;/ref&gt;. 

=== Adoption of a Western-based mental healthcare model and issuances of ordinances ===
In 1839, [[w:James_Alexander_Stewart-Mackenzie|James Alexander Stewart-Mackenzie]], the 7th Governor of British Ceylon, released the Lunacy Ordinance, authorizing municipal authorities to create lunatic asylums for the mentally ill in the country&lt;ref name=&quot;:0&quot; /&gt;&lt;ref name=&quot;:2&quot;&gt;{{Cite web|url=https://mentalhealth.health.gov.lk/index.php?option=com_content&amp;view=article&amp;id=6&amp;Itemid=125&amp;lang=en|title=History - Directorate of Mental Health|website=mentalhealth.health.gov.lk|access-date=2025-05-10}}&lt;/ref&gt;. The ordinance was concerned with the legal frameworks of detaining individuals considered dangerous to others or individuals falsely presenting themselves as mentally ill, and not on medical treatments to alleviate the conditions of detained individuals. UK psychiatrist [[w:Edward_Mapother|Edward Mapother]] critiqued the ordinance during his 1937 inspection of British Ceylon's mental health institutions in a series of reports titled ''A Disgrace to a Civilised Community'', remarking that the ordinance &quot;[did] not seem to have contemplated treatment as a contingency to be considered&quot;&lt;ref name=&quot;:1&quot;&gt;{{Cite book|title=Permeable walls: historical perspectives on hospital and asylum visiting|date=2009|publisher=Rodopi|isbn=978-90-420-2599-8|editor-last=Mooney|editor-first=Graham|series=Clio medica|location=Amsterdam New York, NY|editor-last2=Reinarz|editor-first2=Jonathan}}&lt;/ref&gt;.

In 1840, the 1839 Ordinance was repealed and replaced by the 1840 Ordinance. The 1839 Ordinance was almost identical to the 1840 Ordinance, except the removal of two previous requirements: the requirement for official medical diagnoses of the mentally insane and the mandate to maintain adequate staff-to-patient ratios within lunatic asylums&lt;ref name=&quot;:3&quot;&gt;{{Cite journal|last=Alwis|first=L. A. P. de|last2=Seneviratne|first2=V. L.|last3=Mendis|first3=T. S. S.|last4=Abhayanayaka|first4=C.|date=2024-12-31|title=The development of laws related to the disposal of forensic patients in Sri Lanka: A historical review|url=https://sljpsyc.sljol.info/articles/10.4038/sljpsyc.v15i2.8569|journal=Sri Lanka Journal of Psychiatry|language=en-US|volume=15|issue=2|doi=10.4038/sljpsyc.v15i2.8569|issn=2012-6883}}&lt;/ref&gt;.

In 1873, a third Ordinance was released. It included linguistic changes, where the term, &quot;insane&quot;, was replaced with &quot;of unsound mind&quot;. The Ordinance also gave more power to medical professionals in determining insanity diagnoses, and more power to detainees in appealing their commitment to the mental asylum. Despite this Ordinance being the most comprehensive outlook on mental healthcare in the country by that point, the legal frameworks behind the detainment of the criminally insane were left identical to previous ordinances&lt;ref name=&quot;:3&quot; /&gt;.

=== Development of mental asylums ===
At the time the 1839 ordinance was released, mentally ill patients were placed either in prisons throughout the country or leprosy hospitals, such as the [[w:Hendala_Leprosy_Hospital|Hendala Leprosy Hospital]] in the Gampaha district&lt;ref name=&quot;:0&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;. After the creation of the first mental asylum in Borella in 1846, patients from the Hendala Leprosy Hospital were transferred to the institute in Borella. Overcrowding soon became an issue and patients institutionalized at the Borella mental asylum were sent to prisons across the country. [[File:Edward Mapother.jpg|thumb|A portrait taken of Edward Mapother during his time working at [[w:Maudsley_Hospital|Maudsley Hospital]] in London.
]]

As medical institutions were being made to house the mentally insane, another mental asylum was created in the [[w:Cinnamon_Gardens|Cinnamon Gardens]] area of Colombo in 1884, though this mental asylum faced overcrowding in just one year&lt;ref name=&quot;:0&quot; /&gt;. Treatment in these asylums was limited to occupational and protection therapy, failing to provide treatment for the root causes of the mental disorders.

In 1926, the Angoda Mental Hospital was established, scantily alleviating the severe overcrowding issues that were plaguing the preceding mental asylums. Despite an expansion in physical setting to 1,700 beds, treatment was still vastly limited and the patients were left in significantly poor conditions. 

=== Edward Mapother's 1937 inspection of British Ceylon ===
Edward Mapother was born in Dublin, Ireland, on July 12, 1881 and moved to London when he was 7 years old&lt;ref&gt;{{Cite book|title=Madness to mental illness: a history of the Royal College of Psychiatrists|last=Bewley|first=Thomas|date=2008|publisher=RCPsych Publications ; Distributed in North America by Balogh International|isbn=978-1-904671-35-0|location=London : [S.l.]}}&lt;/ref&gt;. Mapother attained his M.D. in 1908. While Mapother was the Medical Superintendent of Maudsley Hospital in London, England, he was invited to inspect British Ceylon's mental health institutions by Dr S. T. Gunasekara, the first Medical Director of British Ceylon&lt;ref name=&quot;:1&quot; /&gt;.

In Mapother's visit, he commented that the Angoda Mental Hospital had the atmosphere of &quot;a prison that is neglected and dilapidated&quot;&lt;ref name=&quot;:1&quot; /&gt;. Overcrowding was still a major issue, with the institute hosting 3,000 patients—more than double the intended capacity. Patients were sleeping on mats and were clearly out of reach of adequate treatment. Mapother also noted that only 4% of public health expenditure in the country was being set for hospitals, drawing a stark comparison to London's 25%&lt;ref name=&quot;:1&quot; /&gt;. Mapother offered a vivid and grim account of the hospital in his reports:
&lt;blockquote&gt;
The floor, roof and walls of each cell consist alike of drab cement without any attempt at colouring or decoration. High up in one wall is a small window with stout iron bars. In the floor is a large hole into which the patient may pass his motion and urine. These cells are incompletely divided from one another by a partition which does not reach the roof so that the noise and stink from any one cell may reach at least all the others of the same row. Into these empty cells I was informed that the most noisy and troublesome patients in the hospital; were turned at night completely naked. The doors of the cell contain no observation window, and considering the violent character of many of these patients there is every ground for believing that the doors are rarely opened in the night by the solitary attendant on duty. It needs little imagination to picture the suffering of any patient in an early stage of bodily illness passing a night under such conditions, a situation which must frequently arise. I am told that the noise proceeding from this building is like that on a bad night in a menagerie&lt;ref name=&quot;:0&quot; /&gt;.&lt;/blockquote&gt;Mapother proposed a series of reinforcements to the legal, institutional, and medical frameworks of mental health care in British Ceylon. This included the decentralization of the psychiatric services, a reworking of the Lunacy Ordinance to incorporate treatment into the legal framework, and the establishment of a separate service of medical professionals dedicated to psychiatry. Mapother's recommendations led to several of the best local medical professionals to be sent to London for extensive training in psychiatry, while nurses from England were sent to British Ceylon to supervise hospital operations and train local staff&lt;ref name=&quot;:0&quot; /&gt;&lt;ref name=&quot;:1&quot; /&gt;.

On August 25, 1938, the Executive Committee of Health approved the strategies proposed by Mapother, though the Government was unable to fully implement all of Mapother's interventions due to the 'heavy cost'. In fact, the Government decided to forego one of his proposals, which was the suggestion of a &quot;Visiting Committee&quot;. This committee was tasked to &quot;meet at the hospital, carry out inspections, and make recommendations&quot; to the Executive Committee of Health&lt;ref name=&quot;:1&quot; /&gt;. The Government realized that deficiencies in their mental healthcare system could prove to be &quot;costly&quot; for their reputation. Mapother was reportedly enraged when he found out. Mapother intended to contact the Secretary of State regarding the &quot;distortion&quot; of his plans, but was interrupted by events preluding to [[w:World_War_II|World War II]]&lt;ref name=&quot;:1&quot; /&gt;. Mapother passed away on March 20, 1940, without materializing his follow-up plans.

=== Post-Mapother developments and further innovations ===
[[File:Sri Lanka districts Colombo.svg|thumb|A map of Sri Lanka highlighting the Colombo District, where the capital is located. 
|right|250px]]Mapother's insights on the mental healthcare structure in British Ceylon proved to be the catalyst of massive renovations. In 1939, the first outpatient clinic was established in the [[w:National_Hospital_of_Sri_Lanka|National Hospital of Sri Lanka]] in Colombo. The first trained Ceylonese psychiatrists began practice in the 1940s, leading to the establishment of the first neuropsychiatric clinic in Colombo in 1943. Treatments for the mentally ill improved dramatically, as protectional therapy expanded to [[w:insulin_shock_therapy|insulin shock therapy]] and [[w:Electroconvulsive_therapy|cardiazol convulsive therapy]]&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|last=Kathriarachchi|first=Samudra T.|last2=Seneviratne|first2=V. Lakmi|last3=Amarakoon|first3=Luckshika|date=2019-06|title=Development of Mental Health Care in Sri Lanka: Lessons Learned|url=https://journals.lww.com/tpsy/fulltext/2019/33020/development_of_mental_health_care_in_sri_lanka_.1.aspx|journal=Taiwanese Journal of Psychiatry|language=en-US|volume=33|issue=2|pages=55|doi=10.4103/TPSY.TPSY_15_19|issn=1028-3684}}&lt;/ref&gt;. Mapother's advocation for the decentralization of services were further honored through the 1947 establishment of a first child guidance clinic in Colombo General Hospital&lt;ref name=&quot;:0&quot; /&gt;. 

In 1948, British Ceylon was granted independence from the British after the [[w:Sri_Lankan_independence_movement|Sri Lankan independence movement]]. Changes in the mental healthcare structure were not immediate following independence, but rapid expensions of mental healthcare services were still ongoing. 

The following decades saw positive institutional developments, such as the creation of a second hospital in [[w:Mulleriyawa|Mulleriyawa]] in 1957, and the creation of a psychiatric inpatient unit in Colombo General Hospital in 1967—effectively granting the city of Colombo the luxury of hosting the top psychiatric care in the country&lt;ref name=&quot;:5&quot;&gt;{{Cite book|url=http://link.springer.com/10.1007/978-1-4899-7999-5_4|title=Mental Health System Development in Sri Lanka|last=Minas|first=Harry|last2=Mendis|first2=Jayan|last3=Hall|first3=Teresa|date=2017|publisher=Springer US|isbn=978-1-4899-7997-1|editor-last=Minas|editor-first=Harry|location=Boston, MA|pages=59–77|language=en|doi=10.1007/978-1-4899-7999-5_4|editor-last2=Lewis|editor-first2=Milton}}&lt;/ref&gt;. The 1950s was also the start of psychopharmacological innovations, with the introduction of [[w:Lithium_(medication)|lithium]] and long-acting injectable antipsychotics ([[w:Depot_injection|depot]] [[w:Antipsychotic|neuroleptics]]) in the succeeding years&lt;ref name=&quot;:4&quot; /&gt;. Additionally, the number of public psychiatrist positions increased by 400% from 1953 to 1967&lt;ref name=&quot;:5&quot; /&gt;.

After 1960, mental health services began to disperse from the capital of Colombo to other cities in the country&lt;ref name=&quot;:2&quot; /&gt;.

In 1980, the [[w:Postgraduate_Institute_of_Medicine|Postgraduate Institute of Medicine]] began a program where students would enroll in a 5-year medical course and attain an MD in psychiatry, curbing the need for Sri Lankan medical students to be sent abroad to complete their training. Many of the medical students sent abroad for training never returned to Sri Lanka to practice, resulting in a &quot;1:500,000 to 1000,000&quot; ratio of psychiatrists to patients on &quot;most occasions&quot;&lt;ref name=&quot;:0&quot; /&gt;.

=== Mental Disease Ordinance of 1956 ===
In 1956, the 1873 Ordinance was revised a second time and renamed the &quot;Mental Disease Ordinance of 1956&quot;&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:6&quot;&gt;{{Cite journal|last=Hapangama|first=Aruni|last2=Mendis|first2=Jayan|last3=Kuruppuarachchi|first3=K. a. L. A.|date=2023-02|title=Why are we still living in the past? Sri Lanka needs urgent and timely reforms of its archaic mental health laws|url=https://www.cambridge.org/core/journals/bjpsych-international/article/why-are-we-still-living-in-the-past-sri-lanka-needs-urgent-and-timely-reforms-of-its-archaic-mental-health-laws/B18B03DC962CC6F09BC6D7877E390EE4|journal=BJPsych International|language=en|volume=20|issue=1|pages=4–6|doi=10.1192/bji.2022.26|issn=2056-4740|pmc=9909436|pmid=36812028}}&lt;/ref&gt;. Another linguistic development is seen with the new revision as &quot;lunancy&quot; was replaced with &quot;mental disease&quot;&lt;ref name=&quot;:6&quot; /&gt;. The Ordinance paved the way for community-based services to be delivered to patients closer to their residences rather than solely allocating services to just hospitals. This led to the creation of a [[w:WHO|WHO]]-backed community clinic near the [[w:University_of_Colombo|University of Colombo]] in the 1970s, where the focus was to eventually ease patients in the Angoda Mental Hospital back into the general population&lt;ref name=&quot;:5&quot; /&gt;.

=== Developments from the 1990s ===
The 1990s and onwards saw further positive developments in framing the mental healthcare system, including the establishment of the [https://mentalhealth.health.gov.lk/index.php?option=com_content&amp;view=featured&amp;Itemid=101&amp;lang=en Directorate of Mental Health] in 1998. The Directorate of Mental Health is a part of the [[w:Ministry_of_Health_(Sri_Lanka)|Ministry of Health]] who is responsible for the monitoring and implementation of mental health programs across the country&lt;ref&gt;{{Cite web|url=https://mentalhealth.health.gov.lk/index.php?lang=en|title=Home - Directorate of Mental Health|website=mentalhealth.health.gov.lk|access-date=2025-05-12}}&lt;/ref&gt;.  As of 2025, the current director of the Directorate of Mental Health is Dr. Chithramalee de Silva&lt;ref name=&quot;:2&quot; /&gt;.

On November 11, 2005, the Mental Health Policy was approved by the Government of Sri Lanka, advocating for establishments of more de-centralized, community-based mental health services across the country beyond the capital (Colombo). The policy aimed to concisely define the rigorous standards needed to be completed for each respected medical professional, including psychiatrists and clinical psychologists&lt;ref&gt;{{Cite journal|last=Rajapakshe|first=Onali Bimalka Wickramaseckara|last2=Mohan|first2=Mohapradeep|last3=Singh|first3=Swaran Preet|date=2023-05|title=Development of adolescent mental health services in Sri Lanka|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC10895478/|journal=BJPsych international|volume=20|issue=2|pages=41–43|doi=10.1192/bji.2022.32|issn=2056-4740|pmc=10895478|pmid=38414998}}&lt;/ref&gt;. The policy also included a new position, the &quot;Medical Officer of Mental Health&quot;, who oversees and assists in the implementation of community-based mental health services&lt;ref name=&quot;:0&quot; /&gt;. This same year, the Sri Lankan government began implementing psychological services in state institutions, such as the military&lt;ref name=&quot;:8&quot; /&gt;.  

In 2007, the National Mental Health Advisory Council (NMHAC) was created to serve as an 'advisory' board for the Ministry of Health on what actions should be executed by the Directorate of Mental Health&lt;ref name=&quot;:7&quot;&gt;{{Cite web|url=https://mentalhealth.health.gov.lk/index.php?option=com_content&amp;view=article&amp;id=9&amp;Itemid=220&amp;lang=en|title=Introduction - Directorate of Mental Health|website=mentalhealth.health.gov.lk|access-date=2025-05-12}}&lt;/ref&gt;. 

In 2008, the Angoda Mental Hospital was restructured as the National Institute of Mental Health (NIMH)&lt;ref name=&quot;:7&quot; /&gt;. 

=== Modern-day Sri Lanka ===
[[File:Feeding Children in Sri Lanka.jpg|left|thumb|Despite the noteworthy improvements in mental healthcare services in recent decades, mental health remains a significant issue due to rising poverty. ]]
As of 2025, the Mental Health Act (mental health legislation) has been undergoing development since 2005 and is currently awaiting to be considered for the final stage of approval. This is expected to replace the 1956 Mental Health Ordinance&lt;ref name=&quot;:7&quot; /&gt;.

Currently, there are 7 tertiary care hospitals, 61 adult patient units, 3 child inpatient units, and 1 forensic unit. The [[w:Lady_Ridgeway_Hospital_for_Children|Lady Ridgeway Hospital]] in Colombo and the Sirimavo Bandaranayke Specialized Children Hospital in Kandy are tailored towards alleviating children with [[w:Learning_disability|SLD]], [[w:ADHD|ADHD]], [[w:Autism_Spectrum_Disorder|ASD]] and family support for diagnosed children. As of 2017, 22 rehabilitation centers exist through the country, including 7 alcohol rehab centers&lt;ref name=&quot;:7&quot; /&gt;. Despite the impressive advancements in mental healthcare in the last couple of decades, Sri Lanka still suffers significant mental health issues due to increasing poverty levels in the country. The [[w:World_Bank|World Bank]] reported that [https://www.wsws.org/en/articles/2024/04/08/eesc-a08.html the poverty levels in Sri Lanka increased from 11% in 2019 to 26% in 2024], with 60% of Sri Lankan households facing &quot;decreased incomes&quot;&lt;ref&gt;Lakhtakia, Shruti, Atapattu Mudiyanselage, Udahiruni Shashadari Atapat, Walker, Richard Ancrum. ''Sri Lanka Development Update - Bridge to Recovery (English).'' Washington, D.C.: World Bank Group. &lt;nowiki&gt;http://documents.worldbank.org/curated/en/099634104012434919&lt;/nowiki&gt;&lt;/ref&gt;. This was churned by Sri Lanka's excessive foreign debt, economic troubles stemming from [[w:Gotabaya_Rajapaksa|Gotabaya Rajapaksa]]'s presidential term, the COVID-19 pandemic, and the [[w:Russian_invasion_of_Ukraine|ongoing invasion of Ukraine by Russia (2022)]].  

According to [[w:NYU|New York University]] graduate student [https://gc-cuny.academia.edu/NadiaAugustyniak Nadia Augustyniak] in her 2025 overview of Sri Lanka's public mental healthcare system, poverty-induced financial precarity remains a major obstacle to receiving access to mental healthcare services. Even though trauma from adverse weather and conflict is deleterious to mental health, issues originating from every-day struggles, especially struggles related to poverty, could arguably play a more significant role&lt;ref name=&quot;:8&quot;&gt;{{Cite journal|last=Augustyniak|first=Nadia|date=2025-06-01|title=Public mental healthcare and economic vulnerability in Sri Lanka|url=https://linkinghub.elsevier.com/retrieve/pii/S2666560324000926|journal=SSM - Mental Health|volume=7|pages=100387|doi=10.1016/j.ssmmh.2024.100387|issn=2666-5603}}&lt;/ref&gt;.  

== Sri Lankan Civil War (1983-2009) ==
The '''Sri Lankan Civil War''' was a domestic conflict that took place between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (abbreviated as the ''LTTE),'' a Tamil militant group formed in the 1970s as a result of rising tensions between the majority Sinhalese and minority Tamil population. The group is considered a terrorist organization&lt;ref&gt;{{Cite web|url=https://www.start.umd.edu/baad/database/liberation-tigers-tamil-eelam-ltte-1998.html|title=BAAD - Liberation Tigers of Tamil Eelam (LTTE) - 1998 {{!}} START.umd.edu|website=www.start.umd.edu|access-date=2025-06-09}}&lt;/ref&gt;&lt;ref&gt;{{Cite web|url=https://www.cfr.org/backgrounder/liberation-tigers-tamil-eelam-aka-tamil-tigers-sri-lanka-separatists|title=Liberation Tigers of Tamil Eelam (aka Tamil Tigers) (Sri Lanka, separatists) {{!}} Council on Foreign Relations|last=Bhattacharji|first=Preeti|website=www.cfr.org|language=en|access-date=2025-06-09}}&lt;/ref&gt;. Through brutal massacres, assassinations, and suicide bombings, the LTTE waged decades of terror on the general population, fanatically campaigning for a separate &quot;homeland&quot; for Tamils. The conflict claimed the lives of over 70,000 civilians, though this number is heavily disputed&lt;ref&gt;{{Cite web|url=https://www.ecchr.eu/en/case/sri-lankan-civil-war-government-officials-still-unpunished/|title=ECCHR: Sri Lankan civil war: Government officials still unpunished|website=www.ecchr.eu|language=en|access-date=2025-06-09}}&lt;/ref&gt;&lt;ref&gt;{{Cite web|url=http://hrdag.org/srilanka/|title=HRDAG - Human Rights Data Analysis Group|website=HRDAG - Human Rights Data Analysis Group|language=en-US|access-date=2025-06-09}}&lt;/ref&gt;.

=== Effect on Mental Health ===
The civil war mainly affected the northeastern portion of the country, including the [[w:Vanni_(Sri_Lanka)|Vanni region]], causing mass destruction of mental healthcare facilities. Local residents described the conflict that encompassed the region towards the end of the war with the phrase ''varthayal varnicca mudiyathavai'', translating into English as roughly 'beyond description by words'&lt;ref name=&quot;:9&quot;&gt;{{Cite journal|last=Somasundaram|first=Daya|date=2010-07-28|title=Collective trauma in the Vanni- a qualitative inquiry into the mental health of the internally displaced due to the civil war in Sri Lanka|url=https://doi.org/10.1186/1752-4458-4-22|journal=International Journal of Mental Health Systems|language=en|volume=4|issue=1|pages=22|doi=10.1186/1752-4458-4-22|issn=1752-4458|pmc=2923106|pmid=20667090}}&lt;/ref&gt;. In 2003, only two psychiatrists were found in the region, operating on extremely limited resources&lt;ref name=&quot;:5&quot; /&gt;. 

In 2002, the humanitarian organization [https://www.msf.org/ Médecins Sans Frontières] performed an investigation of mental health needs in the [[w:Vavuniya|Vavuniya]] area (which was the site of intense conflict during the war, including the [[w:1985_Vavuniya_massacre|1985 Vavuniya massacre]]) and found that many of the residents suffered from high suicide rates, alcohol abuse, domestic violence, grief, and a &quot;sense of ‘learnt helplessness’&quot;&lt;ref name=&quot;:5&quot; /&gt;. A team from the University of Konstanz in Germany found that 92% of grade school children were exposed to &quot;combat, shelling, and witnessing the death of loved ones&quot;&lt;ref name=&quot;:9&quot; /&gt;.

[[w:War_crimes_during_the_final_stages_of_the_Sri_Lankan_civil_war|Extensive war crimes committed by the Sri Lankan government]] are not a mystery to be unraveled and are generally known to the public, despite the government attempting to surpress any [https://www.youtube.com/watch?v=e_p1TfTguW0 mentions] or [https://www.youtube.com/watch?v=Vtm54Y9USEg investigations] of it&lt;ref&gt;See also [[w:Sexual violence in the Sri Lankan civil war]].&lt;/ref&gt;. A 2009 HRW report stated that the Sri Lankan government assumed native Tamil population residing in war zones to be &quot;siding with the LTTE and [therefore, were] treated as combatants&quot;, leading to indiscriminate shellings and massacres of civilians&lt;ref&gt;{{Cite journal|date=2009-02-19|title=War on the Displaced|url=https://www.hrw.org/report/2009/02/19/war-displaced/sri-lankan-army-and-ltte-abuses-against-civilians-vanni|journal=Human Rights Watch|language=en}}&lt;/ref&gt;. Alongside the heinous atrocities committed by the Sri Lankan military, the Vanni population also endured the brutal theatrics of the LTTE, which recruited men, women, and even children with minimal training, effectively rendering them cannon fodder.

== 2004 Boxing Day Tsunami ==

== Prevalent mental health disorders in modern-day Sri Lanka ==

== Youth and mental health ==

== Treatment ==

=== Ayurveda medicine ===

== Stigmas ==

== Future outlook ==

=== Criticism of the Mental Disease Ordinance of 1956 ===
&lt;ref name=&quot;:6&quot; /&gt;&lt;ref&gt;{{Cite journal|last=Dey|first=Sangeeta|last2=Mellsop|first2=Graham|last3=Diesfeld|first3=Kate|last4=Dharmawardene|first4=Vajira|last5=Mendis|first5=Susitha|last6=Chaudhuri|first6=Sreemanti|last7=Deb|first7=Aniruddha|last8=Huq|first8=Nafisa|last9=Ahmed|first9=Helal Uddin|date=2019-10-24|title=Comparing legislation for involuntary admission and treatment of mental illness in four South Asian countries|url=https://ijmhs.biomedcentral.com/articles/10.1186/s13033-019-0322-7|journal=International Journal of Mental Health Systems|volume=13|issue=1|pages=67|doi=10.1186/s13033-019-0322-7|issn=1752-4458|pmc=6813093|pmid=31666805}}&lt;/ref&gt;

=== Expansion of services for women facing domestic violence ===
&lt;ref name=&quot;:8&quot; /&gt; (last paragraph before 4.2; see discussion + conclusion as well)

==Additional information==

===Acknowledgements===
Any people, organisations, or funding sources that you would like to thank.

===Competing interests===
No competing interests.

===Ethics statement===
An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section.

==References==
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This is the workspace for a jointly authored paper.  Author section forthcoming.

== Possible sections for paper ==
# Presents the concept of the AIXworkbench
# Discusses RAIL Facets Framework as an evaluation tool
# AIX + Open WebUI = AIXworkbench
# Review LLM interfaces, with focus on open source?
# Reviews Open WebUI, history, usage in field
# Discusses the &quot;June working group&quot; as an impromptu example of community AI development, and reports on our meetings and discussions
# Reports Use Cases from June working group as examples of using Open Web UI
# Identifies key resources / values to transform Open WebUI into AIXworkbench
## Security
## Responsibility
## Shareability
## Provenance
# Review this project using FACETS framework

== 1 What is an &quot;AI workbench&quot; and why do we need it ==
An &quot;AI workbench&quot; empowers users to leverage LLMs locally and via API for inference, fine-tuning and other usage. 

We need this tool to promote individual management of LLM resources.

Multi-faceted diversity in the development of AI

Community AI / Development

== 2 The Responsible AI Lab FACETS framework and how we apply it here ==
The RAIL FACETS framework is described here.&lt;ref&gt;{{Cite web|url=https://facets.netlify.app/|title=RAIL {{!}} FACETS Responsible AI Framework|website=facets.netlify.app|access-date=2025-06-19}}&lt;/ref&gt;

Its use is discussed here &lt;ref&gt;{{Cite journal|last=Akomea-Frimpong|first=Isaac|last2=Jin|first2=Xiaohua|last3=Osei-Kyei|first3=Robert|last4=Kukah|first4=Augustine Senanu|date=2023-02-20|title=Public–private partnerships for sustainable infrastructure development in Ghana: a systematic review and recommendations|url=https://www.emerald.com/insight/content/doi/10.1108/SASBE-07-2021-0111/full/html|journal=Smart and Sustainable Built Environment|language=en|volume=12|issue=2|pages=237–257|doi=10.1108/SASBE-07-2021-0111|issn=2046-6099}}&lt;/ref&gt;&lt;ref&gt;{{Cite web|url=https://arxiv.org/abs/2505.00204v1|title=RAIL in the Wild: Operationalizing Responsible AI Evaluation Using Anthropic's Value Dataset|last=Verma|first=Sumit|last2=Prasun|first2=Pritam|date=2025-04-30|website=arXiv.org|language=en|access-date=2025-06-19|last3=Jaiswal|first3=Arpit|last4=Kumar|first4=Pritish}}&lt;/ref&gt;

== 3 AIX + Open WebUI = AIXworkbench ==
AIX is focused on developing Responsible AI for All: Inspired by the Responsible AI Lab, KNUST, and is committed to assessing our projects using the FACETS framework.&lt;br&gt;

[{{fullurl:AIXworkbench/About|action=edit}} edit]{{:AIXworkbench/About}}

== 4 LLM interfaces ==

== 5 Open WebUI ==
[{{fullurl:AIXworkbench/Papers/Building-the-Workbench/Open-WebUI|action=edit}} edit] {{:AIXworkbench/Papers/Building-the-Workbench/Open-WebUI}}

== 6 June Working Group ==

== 7 Use Cases of Open WebUI from participants in June Working Group ==

=== Participant pages  ===
{{Special:PrefixIndex/AIXworkbench/Working-Groups/June-2025-Working-Group/Participants/}}

== 8 AIXworkbench: Security, Responsibility, Shareability, Provenance ==

== 9 References ==</text>
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      <text bytes="9365" sha1="i3g3mebrvpc26wypcia0vwmb4qcyxu8" xml:space="preserve">== '''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.

== '''8.1 Understanding the Star Ratings''' ==

The AI Evaluation Table below rates theories across seven scientific criteria defined in '''Chapter 1.3'''. Here we provide a full explanation of what each criterion means and how it is applied.

'''1. Empirical Adequacy'''  
Does the theory fit known observations and experimental data? High scores require support from astronomy, cosmology, geology, or lab-based physics. Theories that contradict established measurements or lack empirical grounding score lower.

'''2. Internal Consistency'''  
Are the theory’s assumptions, mathematics, and logic self-coherent? A consistent theory does not contain contradictions, undefined steps, or ad hoc assumptions.

'''3. Predictive Power'''  
Does the theory make clear, testable predictions that distinguish it from others? Theories that anticipate new phenomena or retrodict known data gain higher ratings.

'''4. Cross-Disciplinary Compatibility'''  
Is the theory consistent with findings from other scientific fields, such as geology, chemistry, biology, or planetary science? The more compatible it is, the higher the score.

'''5. Conceptual Clarity and Simplicity'''  
Is the theory logically simple and intuitively understandable, without unnecessary complexity? This criterion rewards elegance, not oversimplification.

'''6. Heuristic Value'''  
Does the theory stimulate new questions, research directions, or rethinking of existing problems? A high score reflects creative scientific potential.

'''7. Historical and Philosophical Insight'''  
Does the theory connect meaningfully to the historical development of science or reflect philosophical depth? Theories grounded in tradition or conceptual evolution are valued here.

Each theory receives a rating from ★☆☆☆☆ to ★★★★★ per criterion. The total score (max 35) gives a general measure of its scientific coherence and reach. The reasoning behind the scores is available under each theory or can be requested in more detail.


== '''8.2 AI Evaluation Table Format''' ==

{| class=&quot;wikitable&quot;
|+ '''AI Evaluation Table of Cosmological Theories'''
! Theory Name
! Empirical Adequacy
! Internal Consistency
! Predictive Power
! Cross-Disciplinary Compatibility
! Conceptual Clarity and Simplicity
! Heuristic Value
! Historical &amp; Philosophical Insight
! Total (★)
|-
| '''General Relativity'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || ★★★★★ || ★★★★★ || '''34'''
|-
| colspan=&quot;9&quot; | ''Widely confirmed by experiment; mathematical elegance; historical development from Newtonian mechanics''
|-
| '''MOND (Modified Newtonian Dynamics)'''
| ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''24'''
|-
| colspan=&quot;9&quot; | ''Strong in galactic rotation curves; limited compatibility with general relativistic frameworks''
|-
| '''Emergent Gravity (Verlinde)'''
| ★★☆☆☆ || ★★★★☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★★ || ★★★★☆ || '''25'''
|-
| colspan=&quot;9&quot; | ''Innovative reformulation; still awaiting broad empirical confirmation''
|-
| '''Big Bang Model'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''31'''
|-
| colspan=&quot;9&quot; | ''Core cosmological model; supported by CMB, redshift, nucleosynthesis''
|-
| '''Steady State Theory'''
| ★☆☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''23'''
|-
| colspan=&quot;9&quot; | ''Historically important; largely superseded due to lack of CMB explanation''
|-
| '''Big Crunch Theory'''
| ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★☆ || ★★★★★ || '''28'''
|-
| colspan=&quot;9&quot; | ''Predicts final collapse of universe; consistent with GR in high-density scenarios; revived interest due to dark energy variability''
|-
| '''Big Bounce Theory'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Cyclical alternative to singularity; compatible with some quantum gravity models''
|-
| '''Cosmic Influx Theory (CIT)'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★★★★ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Offers cross-disciplinary compatibility; predicts mass growth and preferred orbital distances; alternative influx model under development''
|-
| '''Pearlman Cosmology / SPIRAL'''
| ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''22'''
|-
| colspan=&quot;9&quot; | ''Proposes a hyper-dense proto-galactic phase preceding expansion; no need for ongoing dark energy or cosmic expansion; partially scriptural framing may limit falsifiability but testable claims (e.g. fixed-radius light departure) justify scientific review.''
|-

== '''8.3 Requesting Detailed Justification''' ==

“Somebody” interested in the full motivation for a theory’s score—criterion by criterion—can obtain this by:

1. Visiting the '''discussion page''' of this Wikiversity chapter.
  
2. Mentioning the theory by name and explicitly asking for the detailed breakdown.
  
3. Receiving an AI-generated or authored comment elaborating why each star rating was assigned. 

These ratings are transparent and intended to support critical evaluation and ongoing refinement of both established and alternative cosmological theories. Constructive feedback, new data, or arguments may lead to adjustments in the scores, provided clear reasoning is presented.

If a contributor or author does not agree with the evaluation or prefers not to have their theory represented under this framework, they may request that all related content and ratings for that theory be removed. This ensures that participation remains voluntary and respectful of intellectual ownership.

'''Mainstream theories are subject to the same critical standard.'''  
If someone presents a reasoned objection to the current star ratings of a widely accepted theory (e.g. General Relativity, Big Bang), their explanation will be reviewed. If the argument is well-founded, ChatGPT may generate a revised evaluation. Both the original and alternative viewpoints can be documented transparently if needed.

If you want to submit a '''Rating Rebuttal''', please use the template provided on the '''[[Talk:AI-Assisted Evaluation of Cosmological Theories|Discussion page]]'''.


'''◀ [[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 ▶]]'''</text>
      <sha1>i3g3mebrvpc26wypcia0vwmb4qcyxu8</sha1>
    </revision>
    <revision>
      <id>2719797</id>
      <parentid>2719788</parentid>
      <timestamp>2025-06-27T08:52:22Z</timestamp>
      <contributor>
        <username>Ruud Loeffen</username>
        <id>2998353</id>
      </contributor>
      <comment>/* 8.2 AI Evaluation Table Format */ add blank line to get the right display for the table</comment>
      <origin>2719797</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="9605" sha1="ljw4rfb067c0ghydhnuk2rzi7dzyw97" xml:space="preserve">== '''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.

== '''8.1 Understanding the Star Ratings''' ==

The AI Evaluation Table below rates theories across seven scientific criteria defined in '''Chapter 1.3'''. Here we provide a full explanation of what each criterion means and how it is applied.

'''1. Empirical Adequacy'''  
Does the theory fit known observations and experimental data? High scores require support from astronomy, cosmology, geology, or lab-based physics. Theories that contradict established measurements or lack empirical grounding score lower.

'''2. Internal Consistency'''  
Are the theory’s assumptions, mathematics, and logic self-coherent? A consistent theory does not contain contradictions, undefined steps, or ad hoc assumptions.

'''3. Predictive Power'''  
Does the theory make clear, testable predictions that distinguish it from others? Theories that anticipate new phenomena or retrodict known data gain higher ratings.

'''4. Cross-Disciplinary Compatibility'''  
Is the theory consistent with findings from other scientific fields, such as geology, chemistry, biology, or planetary science? The more compatible it is, the higher the score.

'''5. Conceptual Clarity and Simplicity'''  
Is the theory logically simple and intuitively understandable, without unnecessary complexity? This criterion rewards elegance, not oversimplification.

'''6. Heuristic Value'''  
Does the theory stimulate new questions, research directions, or rethinking of existing problems? A high score reflects creative scientific potential.

'''7. Historical and Philosophical Insight'''  
Does the theory connect meaningfully to the historical development of science or reflect philosophical depth? Theories grounded in tradition or conceptual evolution are valued here.

Each theory receives a rating from ★☆☆☆☆ to ★★★★★ per criterion. The total score (max 35) gives a general measure of its scientific coherence and reach. The reasoning behind the scores is available under each theory or can be requested in more detail.


== '''8.2 AI Evaluation Table Format''' ==

{| class=&quot;wikitable&quot;
|+ '''AI Evaluation Table of Cosmological Theories'''
! Theory Name
! Empirical Adequacy
! Internal Consistency
! Predictive Power
! Cross-Disciplinary Compatibility
! Conceptual Clarity and Simplicity
! Heuristic Value
! Historical &amp; Philosophical Insight
! Total (★)
|-
| '''General Relativity'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || ★★★★★ || ★★★★★ || '''34'''
|-
| colspan=&quot;9&quot; | ''Widely confirmed by experiment; mathematical elegance; historical development from Newtonian mechanics''
|-
| '''MOND (Modified Newtonian Dynamics)'''
| ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''24'''
|-
| colspan=&quot;9&quot; | ''Strong in galactic rotation curves; limited compatibility with general relativistic frameworks''
|-
| '''Emergent Gravity (Verlinde)'''
| ★★☆☆☆ || ★★★★☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★★ || ★★★★☆ || '''25'''
|-
| colspan=&quot;9&quot; | ''Innovative reformulation; still awaiting broad empirical confirmation''
|-
| '''Big Bang Model'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''31'''
|-
| colspan=&quot;9&quot; | ''Core cosmological model; supported by CMB, redshift, nucleosynthesis''
|-
| '''Steady State Theory'''
| ★☆☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''23'''
|-
| colspan=&quot;9&quot; | ''Historically important; largely superseded due to lack of CMB explanation''
|-
| '''Big Crunch Theory'''
| ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★☆ || ★★★★★ || '''28'''
|-
| colspan=&quot;9&quot; | ''Predicts final collapse of universe; consistent with GR in high-density scenarios; revived interest due to dark energy variability''
|-
| '''Big Bounce Theory'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Cyclical alternative to singularity; compatible with some quantum gravity models''
|-
| '''Cosmic Influx Theory (CIT)'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★★★★ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Offers cross-disciplinary compatibility; predicts mass growth and preferred orbital distances; alternative influx model under development''
|-
| '''Pearlman Cosmology / SPIRAL'''
| ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''22'''
|-
| colspan=&quot;9&quot; | ''Proposes a hyper-dense proto-galactic phase preceding expansion; no need for ongoing dark energy or cosmic expansion; partially scriptural framing may limit falsifiability but testable claims (e.g. fixed-radius light departure) justify scientific review.''
|-
| colspan=&quot;9&quot; | ''Well-formulated alternative integrating orbital quantization; some empirical fit to planetary data; lacks full mainstream acceptance''
|}

&lt;!-- Add a blank line here --&gt;
 
== '''8.3 Requesting Detailed Justification''' ==

== '''8.3 Requesting Detailed Justification''' ==

“Somebody” interested in the full motivation for a theory’s score—criterion by criterion—can obtain this by:

1. Visiting the '''discussion page''' of this Wikiversity chapter.
  
2. Mentioning the theory by name and explicitly asking for the detailed breakdown.
  
3. Receiving an AI-generated or authored comment elaborating why each star rating was assigned. 

These ratings are transparent and intended to support critical evaluation and ongoing refinement of both established and alternative cosmological theories. Constructive feedback, new data, or arguments may lead to adjustments in the scores, provided clear reasoning is presented.

If a contributor or author does not agree with the evaluation or prefers not to have their theory represented under this framework, they may request that all related content and ratings for that theory be removed. This ensures that participation remains voluntary and respectful of intellectual ownership.

'''Mainstream theories are subject to the same critical standard.'''  
If someone presents a reasoned objection to the current star ratings of a widely accepted theory (e.g. General Relativity, Big Bang), their explanation will be reviewed. If the argument is well-founded, ChatGPT may generate a revised evaluation. Both the original and alternative viewpoints can be documented transparently if needed.

If you want to submit a '''Rating Rebuttal''', please use the template provided on the '''[[Talk:AI-Assisted Evaluation of Cosmological Theories|Discussion page]]'''.


'''◀ [[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 ▶]]'''</text>
      <sha1>ljw4rfb067c0ghydhnuk2rzi7dzyw97</sha1>
    </revision>
    <revision>
      <id>2719798</id>
      <parentid>2719797</parentid>
      <timestamp>2025-06-27T08:53:58Z</timestamp>
      <contributor>
        <username>Ruud Loeffen</username>
        <id>2998353</id>
      </contributor>
      <minor />
      <comment>/* 8.3 Requesting Detailed Justification */ delete double heading for 8.3</comment>
      <origin>2719798</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="9554" sha1="5ip9ibp5degkj8iqlk3ltzeh9lk1isq" xml:space="preserve">== '''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.

== '''8.1 Understanding the Star Ratings''' ==

The AI Evaluation Table below rates theories across seven scientific criteria defined in '''Chapter 1.3'''. Here we provide a full explanation of what each criterion means and how it is applied.

'''1. Empirical Adequacy'''  
Does the theory fit known observations and experimental data? High scores require support from astronomy, cosmology, geology, or lab-based physics. Theories that contradict established measurements or lack empirical grounding score lower.

'''2. Internal Consistency'''  
Are the theory’s assumptions, mathematics, and logic self-coherent? A consistent theory does not contain contradictions, undefined steps, or ad hoc assumptions.

'''3. Predictive Power'''  
Does the theory make clear, testable predictions that distinguish it from others? Theories that anticipate new phenomena or retrodict known data gain higher ratings.

'''4. Cross-Disciplinary Compatibility'''  
Is the theory consistent with findings from other scientific fields, such as geology, chemistry, biology, or planetary science? The more compatible it is, the higher the score.

'''5. Conceptual Clarity and Simplicity'''  
Is the theory logically simple and intuitively understandable, without unnecessary complexity? This criterion rewards elegance, not oversimplification.

'''6. Heuristic Value'''  
Does the theory stimulate new questions, research directions, or rethinking of existing problems? A high score reflects creative scientific potential.

'''7. Historical and Philosophical Insight'''  
Does the theory connect meaningfully to the historical development of science or reflect philosophical depth? Theories grounded in tradition or conceptual evolution are valued here.

Each theory receives a rating from ★☆☆☆☆ to ★★★★★ per criterion. The total score (max 35) gives a general measure of its scientific coherence and reach. The reasoning behind the scores is available under each theory or can be requested in more detail.


== '''8.2 AI Evaluation Table Format''' ==

{| class=&quot;wikitable&quot;
|+ '''AI Evaluation Table of Cosmological Theories'''
! Theory Name
! Empirical Adequacy
! Internal Consistency
! Predictive Power
! Cross-Disciplinary Compatibility
! Conceptual Clarity and Simplicity
! Heuristic Value
! Historical &amp; Philosophical Insight
! Total (★)
|-
| '''General Relativity'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || ★★★★★ || ★★★★★ || '''34'''
|-
| colspan=&quot;9&quot; | ''Widely confirmed by experiment; mathematical elegance; historical development from Newtonian mechanics''
|-
| '''MOND (Modified Newtonian Dynamics)'''
| ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''24'''
|-
| colspan=&quot;9&quot; | ''Strong in galactic rotation curves; limited compatibility with general relativistic frameworks''
|-
| '''Emergent Gravity (Verlinde)'''
| ★★☆☆☆ || ★★★★☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★★ || ★★★★☆ || '''25'''
|-
| colspan=&quot;9&quot; | ''Innovative reformulation; still awaiting broad empirical confirmation''
|-
| '''Big Bang Model'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''31'''
|-
| colspan=&quot;9&quot; | ''Core cosmological model; supported by CMB, redshift, nucleosynthesis''
|-
| '''Steady State Theory'''
| ★☆☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''23'''
|-
| colspan=&quot;9&quot; | ''Historically important; largely superseded due to lack of CMB explanation''
|-
| '''Big Crunch Theory'''
| ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★☆ || ★★★★★ || '''28'''
|-
| colspan=&quot;9&quot; | ''Predicts final collapse of universe; consistent with GR in high-density scenarios; revived interest due to dark energy variability''
|-
| '''Big Bounce Theory'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Cyclical alternative to singularity; compatible with some quantum gravity models''
|-
| '''Cosmic Influx Theory (CIT)'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★★★★ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Offers cross-disciplinary compatibility; predicts mass growth and preferred orbital distances; alternative influx model under development''
|-
| '''Pearlman Cosmology / SPIRAL'''
| ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''22'''
|-
| colspan=&quot;9&quot; | ''Proposes a hyper-dense proto-galactic phase preceding expansion; no need for ongoing dark energy or cosmic expansion; partially scriptural framing may limit falsifiability but testable claims (e.g. fixed-radius light departure) justify scientific review.''
|-
| colspan=&quot;9&quot; | ''Well-formulated alternative integrating orbital quantization; some empirical fit to planetary data; lacks full mainstream acceptance''
|}

&lt;!-- Add a blank line here --&gt;
 
== '''8.3 Requesting Detailed Justification''' ==

“Somebody” interested in the full motivation for a theory’s score—criterion by criterion—can obtain this by:

1. Visiting the '''discussion page''' of this Wikiversity chapter.
  
2. Mentioning the theory by name and explicitly asking for the detailed breakdown.
  
3. Receiving an AI-generated or authored comment elaborating why each star rating was assigned. 

These ratings are transparent and intended to support critical evaluation and ongoing refinement of both established and alternative cosmological theories. Constructive feedback, new data, or arguments may lead to adjustments in the scores, provided clear reasoning is presented.

If a contributor or author does not agree with the evaluation or prefers not to have their theory represented under this framework, they may request that all related content and ratings for that theory be removed. This ensures that participation remains voluntary and respectful of intellectual ownership.

'''Mainstream theories are subject to the same critical standard.'''  
If someone presents a reasoned objection to the current star ratings of a widely accepted theory (e.g. General Relativity, Big Bang), their explanation will be reviewed. If the argument is well-founded, ChatGPT may generate a revised evaluation. Both the original and alternative viewpoints can be documented transparently if needed.

If you want to submit a '''Rating Rebuttal''', please use the template provided on the '''[[Talk:AI-Assisted Evaluation of Cosmological Theories|Discussion page]]'''.


'''◀ [[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 ▶]]'''</text>
      <sha1>5ip9ibp5degkj8iqlk3ltzeh9lk1isq</sha1>
    </revision>
    <revision>
      <id>2719799</id>
      <parentid>2719798</parentid>
      <timestamp>2025-06-27T09:10:25Z</timestamp>
      <contributor>
        <username>Ruud Loeffen</username>
        <id>2998353</id>
      </contributor>
      <comment>add 8.4.1 and 8.4.2 the analysis from ChatGPT for CIT and for Spiral</comment>
      <origin>2719799</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="14530" sha1="0dvv56mdcomyaxdz5nes1du07bdcf3n" xml:space="preserve">== '''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.

== '''8.1 Understanding the Star Ratings''' ==

The AI Evaluation Table below rates theories across seven scientific criteria defined in '''Chapter 1.3'''. Here we provide a full explanation of what each criterion means and how it is applied.

'''1. Empirical Adequacy'''  
Does the theory fit known observations and experimental data? High scores require support from astronomy, cosmology, geology, or lab-based physics. Theories that contradict established measurements or lack empirical grounding score lower.

'''2. Internal Consistency'''  
Are the theory’s assumptions, mathematics, and logic self-coherent? A consistent theory does not contain contradictions, undefined steps, or ad hoc assumptions.

'''3. Predictive Power'''  
Does the theory make clear, testable predictions that distinguish it from others? Theories that anticipate new phenomena or retrodict known data gain higher ratings.

'''4. Cross-Disciplinary Compatibility'''  
Is the theory consistent with findings from other scientific fields, such as geology, chemistry, biology, or planetary science? The more compatible it is, the higher the score.

'''5. Conceptual Clarity and Simplicity'''  
Is the theory logically simple and intuitively understandable, without unnecessary complexity? This criterion rewards elegance, not oversimplification.

'''6. Heuristic Value'''  
Does the theory stimulate new questions, research directions, or rethinking of existing problems? A high score reflects creative scientific potential.

'''7. Historical and Philosophical Insight'''  
Does the theory connect meaningfully to the historical development of science or reflect philosophical depth? Theories grounded in tradition or conceptual evolution are valued here.

Each theory receives a rating from ★☆☆☆☆ to ★★★★★ per criterion. The total score (max 35) gives a general measure of its scientific coherence and reach. The reasoning behind the scores is available under each theory or can be requested in more detail.


== '''8.2 AI Evaluation Table Format''' ==

{| class=&quot;wikitable&quot;
|+ '''AI Evaluation Table of Cosmological Theories'''
! Theory Name
! Empirical Adequacy
! Internal Consistency
! Predictive Power
! Cross-Disciplinary Compatibility
! Conceptual Clarity and Simplicity
! Heuristic Value
! Historical &amp; Philosophical Insight
! Total (★)
|-
| '''General Relativity'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || ★★★★★ || ★★★★★ || '''34'''
|-
| colspan=&quot;9&quot; | ''Widely confirmed by experiment; mathematical elegance; historical development from Newtonian mechanics''
|-
| '''MOND (Modified Newtonian Dynamics)'''
| ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''24'''
|-
| colspan=&quot;9&quot; | ''Strong in galactic rotation curves; limited compatibility with general relativistic frameworks''
|-
| '''Emergent Gravity (Verlinde)'''
| ★★☆☆☆ || ★★★★☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★★ || ★★★★☆ || '''25'''
|-
| colspan=&quot;9&quot; | ''Innovative reformulation; still awaiting broad empirical confirmation''
|-
| '''Big Bang Model'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''31'''
|-
| colspan=&quot;9&quot; | ''Core cosmological model; supported by CMB, redshift, nucleosynthesis''
|-
| '''Steady State Theory'''
| ★☆☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''23'''
|-
| colspan=&quot;9&quot; | ''Historically important; largely superseded due to lack of CMB explanation''
|-
| '''Big Crunch Theory'''
| ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★☆ || ★★★★★ || '''28'''
|-
| colspan=&quot;9&quot; | ''Predicts final collapse of universe; consistent with GR in high-density scenarios; revived interest due to dark energy variability''
|-
| '''Big Bounce Theory'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Cyclical alternative to singularity; compatible with some quantum gravity models''
|-
| '''Cosmic Influx Theory (CIT)'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★★★★ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Offers cross-disciplinary compatibility; predicts mass growth and preferred orbital distances; alternative influx model under development''
|-
| '''Pearlman Cosmology / SPIRAL'''
| ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''22'''
|-
| colspan=&quot;9&quot; | ''Proposes a hyper-dense proto-galactic phase preceding expansion; no need for ongoing dark energy or cosmic expansion; partially scriptural framing may limit falsifiability but testable claims (e.g. fixed-radius light departure) justify scientific review.''
|-
| colspan=&quot;9&quot; | ''Well-formulated alternative integrating orbital quantization; some empirical fit to planetary data; lacks full mainstream acceptance''
|}

&lt;!-- Add a blank line here --&gt;
 
== '''8.3 Requesting Detailed Justification''' ==

“Somebody” interested in the full motivation for a theory’s score—criterion by criterion—can obtain this by:

1. Visiting the '''discussion page''' of this Wikiversity chapter.
  
2. Mentioning the theory by name and explicitly asking for the detailed breakdown.
  
3. Receiving an AI-generated or authored comment elaborating why each star rating was assigned. 

These ratings are transparent and intended to support critical evaluation and ongoing refinement of both established and alternative cosmological theories. Constructive feedback, new data, or arguments may lead to adjustments in the scores, provided clear reasoning is presented.

If a contributor or author does not agree with the evaluation or prefers not to have their theory represented under this framework, they may request that all related content and ratings for that theory be removed. This ensures that participation remains voluntary and respectful of intellectual ownership.

'''Mainstream theories are subject to the same critical standard.'''  
If someone presents a reasoned objection to the current star ratings of a widely accepted theory (e.g. General Relativity, Big Bang), their explanation will be reviewed. If the argument is well-founded, ChatGPT may generate a revised evaluation. Both the original and alternative viewpoints can be documented transparently if needed.

If you want to submit a '''Rating Rebuttal''', please use the template provided on the '''[[Talk:AI-Assisted Evaluation of Cosmological Theories|Discussion page]]'''.

=== '''8.4.1 Cosmic Influx Theory (CIT)''' ===

Cosmic Influx Theory (CIT), proposed by Ruud Loeffen, reinterprets gravity as a directional energy influx driven by Primordial Elementary Whirlings (PEWs), replacing the concept of attractive force or space-time curvature. It introduces a constant influx of mass-energy into all bodies, contributing to planetary expansion, star formation, and cosmological evolution.

1. '''Internal Consistency'''  
CIT presents a coherent internal logic based on a unidirectional influx mechanism, a redefined gravitational constant (G = (γ − 1)/4π), and the introduction of κ&lt;sub&gt;CIT&lt;/sub&gt; as a universal scaling constant. While the framework remains internally consistent, some equations are still under refinement and lack full derivations from first principles.

2. '''Predictive Power'''  
CIT predicts the Preferred Distance for giant planets based on κ&lt;sub&gt;CIT&lt;/sub&gt;, orbital periods of exoplanets, and a revised Hubble constant (Ho ≈ 67.8 km/s/Mpc). It also anticipates planetary expansion through mass influx. These predictions are testable, though many remain pending observational confirmation.

3. '''Falsifiability'''  
Several predictions—such as giant planets at D&lt;sub&gt;pref&lt;/sub&gt; in the Trappist system or mass accumulation rates inferred from planetary geology—can be tested. However, the influx mechanism itself is not yet described in terms of directly measurable particles or interactions, which may limit falsifiability at the quantum level.

4. '''Observational Alignment'''  
CIT aligns with various observations: early formation of giant planets in protoplanetary disks, planetary expansion signatures, surface geology of moons and Mars, and recent JWST disk structures. It also claims to naturally derive the observed Hubble constant without tension.

5. '''Philosophical Transparency'''  
The theory clearly departs from Newtonian and relativistic interpretations, positioning itself as an ontological alternative grounded in energy flow. The author's motivations, limitations, and intended scope are transparently communicated in both academic and public forums.

6. '''Empirical Adequacy'''  
CIT offers empirical parallels in planetary spacing (κ&lt;sub&gt;CIT&lt;/sub&gt;), daylength extension over geological time, and disk fragmentation patterns. However, it currently lacks publication in high-impact peer-reviewed journals and formal statistical validation across broad datasets.

7. '''Institutional Support and Development'''  
CIT is developed independently, primarily through Wikiversity and open-access platforms. While it incorporates extensive cross-referencing and engages with mainstream and alternative sources, it lacks institutional affiliation and academic endorsement at this stage.

'''Related link:''' [[Cosmic Influx Theory]]


=== '''8.4.2 Summary of Pearlman Cosmology''' ===

The Pearlman Cosmology (SPIRAL Cosmology) offers a deterministic model of the universe with a defined hyper-dense initial state, fixed radius growth, and a reinterpretation of redshift. It integrates biblical chronology into its cosmological assumptions, making it a unique hybrid of scientific and scriptural reasoning.

1. '''Internal Consistency'''  
The model presents a logically consistent internal framework, with clearly defined initial conditions such as the SPIRAL radius, gravitational equilibrium, and fixed cosmic time scaling. Its components align well within its own assumptions.

2. '''Predictive Power'''  
Pearlman Cosmology proposes several potentially testable hypotheses, such as a fixed annual rate of universal expansion and an alternative explanation of redshift. However, these are not yet accompanied by detailed numeric predictions or simulations.

3. '''Falsifiability'''  
Testable elements exist in the form of reinterpretations of the cosmic microwave background origin, early galaxy formation, and redshift asymmetries. Yet aspects based on Mosaic chronology may fall outside strict scientific falsifiability.

4. '''Observational Alignment'''  
The model qualitatively aligns with some recent JWST observations, including early structure formation and CMB uniformity. Nevertheless, it lacks robust quantitative matching with large datasets or predictive modeling.

5. '''Philosophical Transparency'''  
The theory is open about its use of religious chronology and framing. This transparency makes its worldview explicit, though it may hinder its acceptance within mainstream secular science.

6. '''Empirical Adequacy'''  
While some empirical parallels exist, the theory has not yet been tested against a wide body of observational data in a systematic or peer-reviewed way.

7. '''Institutional Support and Development'''  
Pearlman Cosmology remains outside institutional research frameworks. Its development and publication history are limited, and it has not yet entered mainstream cosmological discourse.

'''Related link:''' [https://www.pearlman.org Pearlman Cosmology]


'''◀ [[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 ▶]]'''</text>
      <sha1>0dvv56mdcomyaxdz5nes1du07bdcf3n</sha1>
    </revision>
    <revision>
      <id>2719800</id>
      <parentid>2719799</parentid>
      <timestamp>2025-06-27T09:21:18Z</timestamp>
      <contributor>
        <username>Ruud Loeffen</username>
        <id>2998353</id>
      </contributor>
      <minor />
      <comment>/* 8.2 AI Evaluation Table Format */ deleted the family names in the name of a theory</comment>
      <origin>2719800</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="14518" sha1="fzkwvyvnsp5p02e8gwo3rqxd50oh66v" xml:space="preserve">== '''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.

== '''8.1 Understanding the Star Ratings''' ==

The AI Evaluation Table below rates theories across seven scientific criteria defined in '''Chapter 1.3'''. Here we provide a full explanation of what each criterion means and how it is applied.

'''1. Empirical Adequacy'''  
Does the theory fit known observations and experimental data? High scores require support from astronomy, cosmology, geology, or lab-based physics. Theories that contradict established measurements or lack empirical grounding score lower.

'''2. Internal Consistency'''  
Are the theory’s assumptions, mathematics, and logic self-coherent? A consistent theory does not contain contradictions, undefined steps, or ad hoc assumptions.

'''3. Predictive Power'''  
Does the theory make clear, testable predictions that distinguish it from others? Theories that anticipate new phenomena or retrodict known data gain higher ratings.

'''4. Cross-Disciplinary Compatibility'''  
Is the theory consistent with findings from other scientific fields, such as geology, chemistry, biology, or planetary science? The more compatible it is, the higher the score.

'''5. Conceptual Clarity and Simplicity'''  
Is the theory logically simple and intuitively understandable, without unnecessary complexity? This criterion rewards elegance, not oversimplification.

'''6. Heuristic Value'''  
Does the theory stimulate new questions, research directions, or rethinking of existing problems? A high score reflects creative scientific potential.

'''7. Historical and Philosophical Insight'''  
Does the theory connect meaningfully to the historical development of science or reflect philosophical depth? Theories grounded in tradition or conceptual evolution are valued here.

Each theory receives a rating from ★☆☆☆☆ to ★★★★★ per criterion. The total score (max 35) gives a general measure of its scientific coherence and reach. The reasoning behind the scores is available under each theory or can be requested in more detail.


== '''8.2 AI Evaluation Table Format''' ==

{| class=&quot;wikitable&quot;
|+ '''AI Evaluation Table of Cosmological Theories'''
! Theory Name
! Empirical Adequacy
! Internal Consistency
! Predictive Power
! Cross-Disciplinary Compatibility
! Conceptual Clarity and Simplicity
! Heuristic Value
! Historical &amp; Philosophical Insight
! Total (★)
|-
| '''General Relativity'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || ★★★★★ || ★★★★★ || '''34'''
|-
| colspan=&quot;9&quot; | ''Widely confirmed by experiment; mathematical elegance; historical development from Newtonian mechanics''
|-
| '''MOND (Modified Newtonian Dynamics)'''
| ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''24'''
|-
| colspan=&quot;9&quot; | ''Strong in galactic rotation curves; limited compatibility with general relativistic frameworks''
|-
| '''Emergent Gravity (Verlinde)'''
| ★★☆☆☆ || ★★★★☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★★ || ★★★★☆ || '''25'''
|-
| colspan=&quot;9&quot; | ''Innovative reformulation; still awaiting broad empirical confirmation''
|-
| '''Big Bang Model'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''31'''
|-
| colspan=&quot;9&quot; | ''Core cosmological model; supported by CMB, redshift, nucleosynthesis''
|-
| '''Steady State Theory'''
| ★☆☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''23'''
|-
| colspan=&quot;9&quot; | ''Historically important; largely superseded due to lack of CMB explanation''
|-
| '''Big Crunch Theory'''
| ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★☆ || ★★★★★ || '''28'''
|-
| colspan=&quot;9&quot; | ''Predicts final collapse of universe; consistent with GR in high-density scenarios; revived interest due to dark energy variability''
|-
| '''Big Bounce Theory'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Cyclical alternative to singularity; compatible with some quantum gravity models''
|-
| '''Cosmic Influx Theory (CIT)'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★★★★ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Offers cross-disciplinary compatibility; predicts mass growth and preferred orbital distances; alternative influx model under development''
|-
| '''SPIRAL Cosmology'''
| ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''22'''
|-
| colspan=&quot;9&quot; | ''Proposes a hyper-dense proto-galactic phase preceding expansion; no need for ongoing dark energy or cosmic expansion; partially scriptural framing may limit falsifiability but testable claims (e.g. fixed-radius light departure) justify scientific review.''
|-
| colspan=&quot;9&quot; | ''Well-formulated alternative integrating orbital quantization; some empirical fit to planetary data; lacks full mainstream acceptance''
|}

&lt;!-- Add a blank line here --&gt;

== '''8.3 Requesting Detailed Justification''' ==

“Somebody” interested in the full motivation for a theory’s score—criterion by criterion—can obtain this by:

1. Visiting the '''discussion page''' of this Wikiversity chapter.
  
2. Mentioning the theory by name and explicitly asking for the detailed breakdown.
  
3. Receiving an AI-generated or authored comment elaborating why each star rating was assigned. 

These ratings are transparent and intended to support critical evaluation and ongoing refinement of both established and alternative cosmological theories. Constructive feedback, new data, or arguments may lead to adjustments in the scores, provided clear reasoning is presented.

If a contributor or author does not agree with the evaluation or prefers not to have their theory represented under this framework, they may request that all related content and ratings for that theory be removed. This ensures that participation remains voluntary and respectful of intellectual ownership.

'''Mainstream theories are subject to the same critical standard.'''  
If someone presents a reasoned objection to the current star ratings of a widely accepted theory (e.g. General Relativity, Big Bang), their explanation will be reviewed. If the argument is well-founded, ChatGPT may generate a revised evaluation. Both the original and alternative viewpoints can be documented transparently if needed.

If you want to submit a '''Rating Rebuttal''', please use the template provided on the '''[[Talk:AI-Assisted Evaluation of Cosmological Theories|Discussion page]]'''.

=== '''8.4.1 Cosmic Influx Theory (CIT)''' ===

Cosmic Influx Theory (CIT), proposed by Ruud Loeffen, reinterprets gravity as a directional energy influx driven by Primordial Elementary Whirlings (PEWs), replacing the concept of attractive force or space-time curvature. It introduces a constant influx of mass-energy into all bodies, contributing to planetary expansion, star formation, and cosmological evolution.

1. '''Internal Consistency'''  
CIT presents a coherent internal logic based on a unidirectional influx mechanism, a redefined gravitational constant (G = (γ − 1)/4π), and the introduction of κ&lt;sub&gt;CIT&lt;/sub&gt; as a universal scaling constant. While the framework remains internally consistent, some equations are still under refinement and lack full derivations from first principles.

2. '''Predictive Power'''  
CIT predicts the Preferred Distance for giant planets based on κ&lt;sub&gt;CIT&lt;/sub&gt;, orbital periods of exoplanets, and a revised Hubble constant (Ho ≈ 67.8 km/s/Mpc). It also anticipates planetary expansion through mass influx. These predictions are testable, though many remain pending observational confirmation.

3. '''Falsifiability'''  
Several predictions—such as giant planets at D&lt;sub&gt;pref&lt;/sub&gt; in the Trappist system or mass accumulation rates inferred from planetary geology—can be tested. However, the influx mechanism itself is not yet described in terms of directly measurable particles or interactions, which may limit falsifiability at the quantum level.

4. '''Observational Alignment'''  
CIT aligns with various observations: early formation of giant planets in protoplanetary disks, planetary expansion signatures, surface geology of moons and Mars, and recent JWST disk structures. It also claims to naturally derive the observed Hubble constant without tension.

5. '''Philosophical Transparency'''  
The theory clearly departs from Newtonian and relativistic interpretations, positioning itself as an ontological alternative grounded in energy flow. The author's motivations, limitations, and intended scope are transparently communicated in both academic and public forums.

6. '''Empirical Adequacy'''  
CIT offers empirical parallels in planetary spacing (κ&lt;sub&gt;CIT&lt;/sub&gt;), daylength extension over geological time, and disk fragmentation patterns. However, it currently lacks publication in high-impact peer-reviewed journals and formal statistical validation across broad datasets.

7. '''Institutional Support and Development'''  
CIT is developed independently, primarily through Wikiversity and open-access platforms. While it incorporates extensive cross-referencing and engages with mainstream and alternative sources, it lacks institutional affiliation and academic endorsement at this stage.

'''Related link:''' [[Cosmic Influx Theory]]


=== '''8.4.2 Summary of Pearlman Cosmology''' ===

The Pearlman Cosmology (SPIRAL Cosmology) offers a deterministic model of the universe with a defined hyper-dense initial state, fixed radius growth, and a reinterpretation of redshift. It integrates biblical chronology into its cosmological assumptions, making it a unique hybrid of scientific and scriptural reasoning.

1. '''Internal Consistency'''  
The model presents a logically consistent internal framework, with clearly defined initial conditions such as the SPIRAL radius, gravitational equilibrium, and fixed cosmic time scaling. Its components align well within its own assumptions.

2. '''Predictive Power'''  
Pearlman Cosmology proposes several potentially testable hypotheses, such as a fixed annual rate of universal expansion and an alternative explanation of redshift. However, these are not yet accompanied by detailed numeric predictions or simulations.

3. '''Falsifiability'''  
Testable elements exist in the form of reinterpretations of the cosmic microwave background origin, early galaxy formation, and redshift asymmetries. Yet aspects based on Mosaic chronology may fall outside strict scientific falsifiability.

4. '''Observational Alignment'''  
The model qualitatively aligns with some recent JWST observations, including early structure formation and CMB uniformity. Nevertheless, it lacks robust quantitative matching with large datasets or predictive modeling.

5. '''Philosophical Transparency'''  
The theory is open about its use of religious chronology and framing. This transparency makes its worldview explicit, though it may hinder its acceptance within mainstream secular science.

6. '''Empirical Adequacy'''  
While some empirical parallels exist, the theory has not yet been tested against a wide body of observational data in a systematic or peer-reviewed way.

7. '''Institutional Support and Development'''  
Pearlman Cosmology remains outside institutional research frameworks. Its development and publication history are limited, and it has not yet entered mainstream cosmological discourse.

'''Related link:''' [https://www.pearlman.org Pearlman Cosmology]


'''◀ [[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 ▶]]'''</text>
      <sha1>fzkwvyvnsp5p02e8gwo3rqxd50oh66v</sha1>
    </revision>
    <revision>
      <id>2719801</id>
      <parentid>2719800</parentid>
      <timestamp>2025-06-27T09:22:13Z</timestamp>
      <contributor>
        <username>Ruud Loeffen</username>
        <id>2998353</id>
      </contributor>
      <minor />
      <comment>/* 8.4.2 Summary of Pearlman Cosmology */ deleted the family name in the name of a theory</comment>
      <origin>2719801</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="14516" sha1="6tu3dviki2zott8riba309lxhprmzbc" xml:space="preserve">== '''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.

== '''8.1 Understanding the Star Ratings''' ==

The AI Evaluation Table below rates theories across seven scientific criteria defined in '''Chapter 1.3'''. Here we provide a full explanation of what each criterion means and how it is applied.

'''1. Empirical Adequacy'''  
Does the theory fit known observations and experimental data? High scores require support from astronomy, cosmology, geology, or lab-based physics. Theories that contradict established measurements or lack empirical grounding score lower.

'''2. Internal Consistency'''  
Are the theory’s assumptions, mathematics, and logic self-coherent? A consistent theory does not contain contradictions, undefined steps, or ad hoc assumptions.

'''3. Predictive Power'''  
Does the theory make clear, testable predictions that distinguish it from others? Theories that anticipate new phenomena or retrodict known data gain higher ratings.

'''4. Cross-Disciplinary Compatibility'''  
Is the theory consistent with findings from other scientific fields, such as geology, chemistry, biology, or planetary science? The more compatible it is, the higher the score.

'''5. Conceptual Clarity and Simplicity'''  
Is the theory logically simple and intuitively understandable, without unnecessary complexity? This criterion rewards elegance, not oversimplification.

'''6. Heuristic Value'''  
Does the theory stimulate new questions, research directions, or rethinking of existing problems? A high score reflects creative scientific potential.

'''7. Historical and Philosophical Insight'''  
Does the theory connect meaningfully to the historical development of science or reflect philosophical depth? Theories grounded in tradition or conceptual evolution are valued here.

Each theory receives a rating from ★☆☆☆☆ to ★★★★★ per criterion. The total score (max 35) gives a general measure of its scientific coherence and reach. The reasoning behind the scores is available under each theory or can be requested in more detail.


== '''8.2 AI Evaluation Table Format''' ==

{| class=&quot;wikitable&quot;
|+ '''AI Evaluation Table of Cosmological Theories'''
! Theory Name
! Empirical Adequacy
! Internal Consistency
! Predictive Power
! Cross-Disciplinary Compatibility
! Conceptual Clarity and Simplicity
! Heuristic Value
! Historical &amp; Philosophical Insight
! Total (★)
|-
| '''General Relativity'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★★☆ || ★★★★☆ || ★★★★★ || ★★★★★ || '''34'''
|-
| colspan=&quot;9&quot; | ''Widely confirmed by experiment; mathematical elegance; historical development from Newtonian mechanics''
|-
| '''MOND (Modified Newtonian Dynamics)'''
| ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''24'''
|-
| colspan=&quot;9&quot; | ''Strong in galactic rotation curves; limited compatibility with general relativistic frameworks''
|-
| '''Emergent Gravity (Verlinde)'''
| ★★☆☆☆ || ★★★★☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★★ || ★★★★☆ || '''25'''
|-
| colspan=&quot;9&quot; | ''Innovative reformulation; still awaiting broad empirical confirmation''
|-
| '''Big Bang Model'''
| ★★★★★ || ★★★★★ || ★★★★★ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''31'''
|-
| colspan=&quot;9&quot; | ''Core cosmological model; supported by CMB, redshift, nucleosynthesis''
|-
| '''Steady State Theory'''
| ★☆☆☆☆ || ★★★☆☆ || ★★☆☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || '''23'''
|-
| colspan=&quot;9&quot; | ''Historically important; largely superseded due to lack of CMB explanation''
|-
| '''Big Crunch Theory'''
| ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★☆☆☆ || ★★★★☆ || ★★★★☆ || ★★★★★ || '''28'''
|-
| colspan=&quot;9&quot; | ''Predicts final collapse of universe; consistent with GR in high-density scenarios; revived interest due to dark energy variability''
|-
| '''Big Bounce Theory'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Cyclical alternative to singularity; compatible with some quantum gravity models''
|-
| '''Cosmic Influx Theory (CIT)'''
| ★★☆☆☆ || ★★★★☆ || ★★★☆☆ || ★★★★★ || ★★★☆☆ || ★★★★★ || ★★★★☆ || '''26'''
|-
| colspan=&quot;9&quot; | ''Offers cross-disciplinary compatibility; predicts mass growth and preferred orbital distances; alternative influx model under development''
|-
| '''SPIRAL Cosmology'''
| ★★★★☆ || ★★★☆☆ || ★★☆☆☆ || ★★★☆☆ || ★★★☆☆ || ★★★★☆ || ★★★☆☆ || '''22'''
|-
| colspan=&quot;9&quot; | ''Proposes a hyper-dense proto-galactic phase preceding expansion; no need for ongoing dark energy or cosmic expansion; partially scriptural framing may limit falsifiability but testable claims (e.g. fixed-radius light departure) justify scientific review.''
|-
| colspan=&quot;9&quot; | ''Well-formulated alternative integrating orbital quantization; some empirical fit to planetary data; lacks full mainstream acceptance''
|}

&lt;!-- Add a blank line here --&gt;

== '''8.3 Requesting Detailed Justification''' ==

“Somebody” interested in the full motivation for a theory’s score—criterion by criterion—can obtain this by:

1. Visiting the '''discussion page''' of this Wikiversity chapter.
  
2. Mentioning the theory by name and explicitly asking for the detailed breakdown.
  
3. Receiving an AI-generated or authored comment elaborating why each star rating was assigned. 

These ratings are transparent and intended to support critical evaluation and ongoing refinement of both established and alternative cosmological theories. Constructive feedback, new data, or arguments may lead to adjustments in the scores, provided clear reasoning is presented.

If a contributor or author does not agree with the evaluation or prefers not to have their theory represented under this framework, they may request that all related content and ratings for that theory be removed. This ensures that participation remains voluntary and respectful of intellectual ownership.

'''Mainstream theories are subject to the same critical standard.'''  
If someone presents a reasoned objection to the current star ratings of a widely accepted theory (e.g. General Relativity, Big Bang), their explanation will be reviewed. If the argument is well-founded, ChatGPT may generate a revised evaluation. Both the original and alternative viewpoints can be documented transparently if needed.

If you want to submit a '''Rating Rebuttal''', please use the template provided on the '''[[Talk:AI-Assisted Evaluation of Cosmological Theories|Discussion page]]'''.

=== '''8.4.1 Cosmic Influx Theory (CIT)''' ===

Cosmic Influx Theory (CIT), proposed by Ruud Loeffen, reinterprets gravity as a directional energy influx driven by Primordial Elementary Whirlings (PEWs), replacing the concept of attractive force or space-time curvature. It introduces a constant influx of mass-energy into all bodies, contributing to planetary expansion, star formation, and cosmological evolution.

1. '''Internal Consistency'''  
CIT presents a coherent internal logic based on a unidirectional influx mechanism, a redefined gravitational constant (G = (γ − 1)/4π), and the introduction of κ&lt;sub&gt;CIT&lt;/sub&gt; as a universal scaling constant. While the framework remains internally consistent, some equations are still under refinement and lack full derivations from first principles.

2. '''Predictive Power'''  
CIT predicts the Preferred Distance for giant planets based on κ&lt;sub&gt;CIT&lt;/sub&gt;, orbital periods of exoplanets, and a revised Hubble constant (Ho ≈ 67.8 km/s/Mpc). It also anticipates planetary expansion through mass influx. These predictions are testable, though many remain pending observational confirmation.

3. '''Falsifiability'''  
Several predictions—such as giant planets at D&lt;sub&gt;pref&lt;/sub&gt; in the Trappist system or mass accumulation rates inferred from planetary geology—can be tested. However, the influx mechanism itself is not yet described in terms of directly measurable particles or interactions, which may limit falsifiability at the quantum level.

4. '''Observational Alignment'''  
CIT aligns with various observations: early formation of giant planets in protoplanetary disks, planetary expansion signatures, surface geology of moons and Mars, and recent JWST disk structures. It also claims to naturally derive the observed Hubble constant without tension.

5. '''Philosophical Transparency'''  
The theory clearly departs from Newtonian and relativistic interpretations, positioning itself as an ontological alternative grounded in energy flow. The author's motivations, limitations, and intended scope are transparently communicated in both academic and public forums.

6. '''Empirical Adequacy'''  
CIT offers empirical parallels in planetary spacing (κ&lt;sub&gt;CIT&lt;/sub&gt;), daylength extension over geological time, and disk fragmentation patterns. However, it currently lacks publication in high-impact peer-reviewed journals and formal statistical validation across broad datasets.

7. '''Institutional Support and Development'''  
CIT is developed independently, primarily through Wikiversity and open-access platforms. While it incorporates extensive cross-referencing and engages with mainstream and alternative sources, it lacks institutional affiliation and academic endorsement at this stage.

'''Related link:''' [[Cosmic Influx Theory]]


=== '''8.4.2 Summary of Spiral Cosmology''' ===

The Pearlman Cosmology (SPIRAL Cosmology) offers a deterministic model of the universe with a defined hyper-dense initial state, fixed radius growth, and a reinterpretation of redshift. It integrates biblical chronology into its cosmological assumptions, making it a unique hybrid of scientific and scriptural reasoning.

1. '''Internal Consistency'''  
The model presents a logically consistent internal framework, with clearly defined initial conditions such as the SPIRAL radius, gravitational equilibrium, and fixed cosmic time scaling. Its components align well within its own assumptions.

2. '''Predictive Power'''  
Pearlman Cosmology proposes several potentially testable hypotheses, such as a fixed annual rate of universal expansion and an alternative explanation of redshift. However, these are not yet accompanied by detailed numeric predictions or simulations.

3. '''Falsifiability'''  
Testable elements exist in the form of reinterpretations of the cosmic microwave background origin, early galaxy formation, and redshift asymmetries. Yet aspects based on Mosaic chronology may fall outside strict scientific falsifiability.

4. '''Observational Alignment'''  
The model qualitatively aligns with some recent JWST observations, including early structure formation and CMB uniformity. Nevertheless, it lacks robust quantitative matching with large datasets or predictive modeling.

5. '''Philosophical Transparency'''  
The theory is open about its use of religious chronology and framing. This transparency makes its worldview explicit, though it may hinder its acceptance within mainstream secular science.

6. '''Empirical Adequacy'''  
While some empirical parallels exist, the theory has not yet been tested against a wide body of observational data in a systematic or peer-reviewed way.

7. '''Institutional Support and Development'''  
Pearlman Cosmology remains outside institutional research frameworks. Its development and publication history are limited, and it has not yet entered mainstream cosmological discourse.

'''Related link:''' [https://www.pearlman.org Pearlman Cosmology]


'''◀ [[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 ▶]]'''</text>
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      <comment>New resource with &quot;{{Boolf header}}  The serrations of a Boolean function are a refinement of its {{boolf-prop|sharp|sharpness}}. &lt;small&gt;(Sharpness is the parity of the weight of the whole truth table.)&lt;/small&gt;&lt;br&gt; Serration &lt;math&gt;S_n&lt;/math&gt; separates the truth table into smaller parts of length &lt;math&gt;2^n&lt;/math&gt;. &lt;math&gt;S_n(i)&lt;/math&gt; is the sharpness of part &lt;math&gt;i&lt;/math&gt;.  For &lt;math&gt;n = 0&lt;/math&gt; the length of the parts is 1, so &lt;math&gt;S_0&lt;/math&gt; is the BF itself.&lt;br&gt; For &lt;math&gt;n = arity&lt;/m...&quot;</comment>
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      <text bytes="785" sha1="6xijkcwfwjp0uzhzvwoyz4kiccm9tuq" xml:space="preserve">{{Boolf header}}

The serrations of a Boolean function are a refinement of its {{boolf-prop|sharp|sharpness}}.
&lt;small&gt;(Sharpness is the parity of the weight of the whole truth table.)&lt;/small&gt;&lt;br&gt;
Serration &lt;math&gt;S_n&lt;/math&gt; separates the truth table into smaller parts of length &lt;math&gt;2^n&lt;/math&gt;.
&lt;math&gt;S_n(i)&lt;/math&gt; is the sharpness of part &lt;math&gt;i&lt;/math&gt;.

For &lt;math&gt;n = 0&lt;/math&gt; the length of the parts is 1, so &lt;math&gt;S_0&lt;/math&gt; is the BF itself.&lt;br&gt;
For &lt;math&gt;n = arity&lt;/math&gt; the length of the parts is that of the truth table, so &lt;math&gt;S_{arity}&lt;/math&gt; is the tautology&lt;span style=&quot;opacity: .5;&quot;&gt;/contradiction&lt;/span&gt;, iff the BF is sharp&lt;span style=&quot;opacity: .5;&quot;&gt;/blunt&lt;/span&gt;.

[[File:Serration of 0101 0110 1100 0100.svg|left|600px]]

[[Category:Studies of Boolean functions]]</text>
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|Description=VLSI.Arith: Carry Lookahead Adders 1A (20250624 - 20250623)
|Source={{own|Young1lim}}
|Date=2025-06-26
|Author=Young W. Lim
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{{Information
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|Source={{own|Young1lim}}
|Date=2025-06-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
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== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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      <comment>{{Information
|Description=VLSI.Arith: Carry Lookahead Adders 1A (20250625 - 20250624)
|Source={{own|Young1lim}}
|Date=2025-06-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
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{{Information
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|Source={{own|Young1lim}}
|Date=2025-06-26
|Author=Young W. Lim
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== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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      <comment>|Description=VLSI.Arith: Carry Lookahead Adders 1A (20250626 - 20250625)
|Source={{own|Young1lim}}
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|Source={{own|Young1lim}}
|Date=2025-06-26
|Author=Young W. Lim
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== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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|Source={{own|Young1lim}}
|Date=2025-06-26
|Author=Young W. Lim
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== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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    <title>Dangan-Neville Wedding</title>
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      <comment>New resource with &quot;=Event= ==Overview==  ==Logistics== * 17 December 1889, Tuesday ===Staff and Vendors=== *  ==Related Events== * Reception * Honeymoon   ==Who Was Present== ===Bride and Bridesmaids=== ====Bride==== ====Bridesmaids==== ====Pages==== ===Groom and Best Man=== ===People Who Attended===  #  ==What People Wore== #  ==Gifts== ===Unusual or Interesting Gifts===  ==Anthology==  == Notes and Questions == #   ==References== {{reflist}}&quot;</comment>
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      <text bytes="428" sha1="32nphu9k49j8u8x0ez3krvaziz6hma5" xml:space="preserve">=Event=
==Overview==

==Logistics==
* 17 December 1889, Tuesday
===Staff and Vendors===
*

==Related Events==
* Reception
* Honeymoon


==Who Was Present==
===Bride and Bridesmaids===
====Bride====
====Bridesmaids====
====Pages====
===Groom and Best Man===
===People Who Attended===

# 
==What People Wore==
# 
==Gifts==
===Unusual or Interesting Gifts===

==Anthology==

== Notes and Questions ==
# 

==References==
{{reflist}}</text>
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      <text bytes="15479" sha1="lg5y923mcyaguc6yd3f03c48hnup289" xml:space="preserve">=Event=
==Overview==
The wedding of Lord Dangan and Lady Violet Nevill

==Logistics==
* 17 December 1889, Tuesday
===Staff and Vendors===
*

==Related Events==
* Reception
* Honeymoon


==Who Was Present==
===Bride and Bridesmaids===
====Bride====
====Bridesmaids====
====Pages====
===Groom and Best Man===
===People Who Attended===

# Could the Mrs. Frank Harris be the writer's wife?
==What People Wore==
# 
==Gifts==
The bride got an unusually large amount of diamond jewelry, and the couple got an unusual number of &quot;old&quot; or antique items, especially silver. Unusually small number of books. They also got a surprisingly large number of whips or driving whips, including one from the groom to the bride.

===Unusual or Interesting Gifts===

==Anthology==
The ''Devizes and Wiltshire Gazette'' published at least 2 stories about this wedding, one that addressed the wedding itself, and the one that follows here, which is about the gifts.

The list of gifts is set here as an unordered list, which obscures the fact that the newspaper set the list using colons as well as semicolons, suggesting that their font had run out of semicolons — and periods as well, since they didn't punctuate the most common honorifics (Mr and Mrs).&lt;blockquote&gt;The marriage of Lord Dangan only son of Earl Cowley with the Lady Violet Nevill, youngest daughter of the Marquess and Marchioness of Abergavenny, took place, as announced in our last issue, on Tuesday, the 17th inst. The wedding presents presented to the bride and bridegroom were exceedingly beautiful. Those to the bride included the following gifts: —

* From the bridegroom, a pearl and diamond necklace, ruby and diamond ring, turquoise and diamond pin, diamond fox pin, moonstone and diamond brooch, gold hunting watch, handsome gold mounted dressing case, with &quot;Violet&quot; engraved on the fittings, '''sixteen-bore gun, and hunting whip'''
* the Marquess of Abergavenny gave his daughter three diamond roses, and an '''Eridge pony cart'''
* the Marchioness of Abergavenny's presents included a pearl and diamond ring, enamelled and jewelled chatelaine, set of lace, and '''apostle spoons'''
* Earl Cowley presented a diamond bracelet
* Countess Cowley, emerald and diamond ring
* Marquesa de Santurce, diamond ring
* Hon. T. A. and Lady Idina Brassey and Mr. and Lady Rose Leigh, diamond cluster necklace
* Lord Brasaey, diamond half hoop ring
* Lord and William Nevill, handsome diamond pendant
* Lord Richard Nevill, pair of diamond rose bangles
* Hon. Ralph and Mrs. Nevill, diamond and moonstone bangle
* Lord and Lady Henry Nevill, turquoise and diamond bangle
* Col Hon. F. Wellesley, ruby and diamond heart pendant
* Lady Eva Wellesley, pearl and diamond ring
* Mr. F. B. Mildmay, M.P., turquoise and diamond bangle
* Mr. Andrew Montagu, diamond comb
* Mrs. Hwfa Williams, gold bracelet with diamond and sapphire centre
* Earl of Feversham, gold chain bangle
* Miss Edith Lane Fox, diamond brooch
* Hon. Edith Johnstone, pearl pins
* Mr. J. W. Larnach, diamond brooch
* Baron and Baroness Von Roemer, diamond fox bangle
* Hon. Thomas Dundas, torquoise and diamond brooch
* Miss Gell, coral pin
* Colonel Honeywood, pearl brooch
* Miss Leake, pearl and diamond pin
* Mr. James Noel, solitaires
* Mr. and Mrs. Temple Soanes, turquoise and diamond ring
* Lady Trevor, old silver watch
* Mr. and Mrs. Adrian Hope, ruby and diamond bangle
* Mr. Gervase Beckett, large pearl pin
* Lady George Nevill, fitted tea basket
* Countess of Cottenham, pair of old silver vases
* Earl of Cottenham, painted looking glass
* Lord and Lady Churchill, brass lamp
* Viscount and Viscountess Raincliffe, dessert service
* Earl of Stradbroke, silver lamp
* Viscountess Cranbrook, '''marqueterie tray'''
* Lady Forbes, silver hand glass
* Sir William Harcourt, bag
* Lord and Lady Chesham, pair of silver lamps
* Hon. Evelyn Gathorne Hardy, silver frame
* Lady Sybil Knox, silver cream jug
* Sir Francis Monteftore, pink mother-o'-pearl fan
* Lady Sandhurst, '''French armchair'''
* Lady de Trafford, pair of silver candlesticks
* Hon. Assheton Harbord, dressing bag with solid gold mountings, and fitted with ivory backed brushes, with the initials &quot;D. V.&quot; and coronet in gold
* Baroness Henry de Worms, white ostrich feather fan with tortoiseshell sticks, and initials and coronet in diamonds
* Sir Myles and Lady Fenton, case, containing silver shoe horn, button hook. &amp;c,. [sic]
* Lady Aline Beaumont, silver lamp
* Mr. and Miss J. J. Barrow, very handsome clock, Shetland gloves. &amp;c.
* Mr. and Mrs. Beckett, silver tea service
* Mr. and Mrs. H. Brassey, mother-o'-pearl fan
* Mr. and Lady Isabel Bligh, clock
* [[Social Victorians/People/Bourke|Hon. Algernon and Mrs Bourke]], salt and pepper pots
* Mr Cullum, '''George''' '''III. silver bowl'''
* Lord Cheylesmore and Hon. Miss Eaton, silver bowl
* Lady Blanche Conyngham, carriage clock and card case
* Lady Conyers, silver candlesticks
* Lady Alice Dundas, silver sugar castor
* Hon. Mrs Duberley, '''four Spode dessert dishes'''
* Lady Derwent, '''marqueterie table'''
* Hon. Lady Filmer and Miss Fllmer, pair of silver and crystal lamps
* Mr and Mrs Moreton Frewen, large gold pencil case
* Captain and Mrs Philip Green, '''silver apostle spoons'''
* Lady Wilson, plush writing set
* Mr and Hon. Mrs Glyn, '''very''' '''large white ostrich feather fan'''
* Sir Edmund and Lady Hardinge, six silver gilt coffee spoons
* Captain Hon. Henry Hardinge, silver sugar castor
* Colonel Hon. C and Lady Cecily Gathorne Hardy, '''Chippendale cabinet and lamp stand'''
* Mr E Hatch, black lace and tortoiseshell fan with diamond monogram
* Lady Selina Hervey, '''table'''
* Viscount Hardinge, paper knife
* Hons. L E and M Hardinge, silver mounted inkstand
* Hon. Gilbert Johnstone, old silver box
* Hon. Francis and Mrs Johnstone, pair of old silver salt cellars
* Mrs Leigh, Dresden tea set
* Miss Leigh, '''twelve apostle teaspoons'''
* Mr and Hon. Mrs Charles Egerton, '''large white ostrich feather fan, with tortoiseshell sticks'''
* Hon. Mrs Lowther, silver bowl; Lady Constance Lyon, gauze fan
* Hon. Mrs de Lisle, silver-mounted blotting book
* Mr and Mrs Gerard Leigh, '''Chippendale tea tray'''
* Mr and Mrs Morland, '''Indian tray'''
* Major Henry Morland, large tortoiseshell and silver box
* Hon. James Mansfield, tortoiseshell and silver table knife
* Mr and Mrs Charles Martin, antique brass clock
* Lady Alice Morland, silver and grey leather frame
* Miss Morland, a similar gift
* Mr M H Milner, gold topped salts bottle
* Sir F and Lady Milner, '''French table'''
* Lady Augusta Mostyn, large silver box
* Miss Meresia Nevill, willow pattern coffee set
* Lady Dorothy Nevill, silver mounted paper cutter
* Lady Perry, Miss Perry, and Mrs, [sic] Grant, set of old paste buttons
* Lady Hilda Rous, painted screen
* Marquis Camden and Lady Clementine Pratt, silver muffineers
* Lord  and Lady George Pratt, silver clothes brush
* Lord Sandhurst, pair of tortoiseshell and silver candlesticks
* Hon. Cecil Sandys, silver box
* Countess of Stradbroke, travelling clock
* Lady Caroline Sterllng, leather writing table set
* Mr and Mrs Arthur Streatfeild [sic], picture
* Captain Wingfield Stratford, silver frame
* Mrs and Miss Streatfeild, double frame
* Mr and Mrs Gerard Streatfeild, two old silver boxes
* Hon. Michael Sandys, pair of sugar castors
* Lord Herbert Vane-Tempest, tortoiseshell and feather fan
* Lord Henry Thynne, silver sugar castor
* Miss Wombwell, silver gilt tray
* Mr and Miss Williams, Turkish fan
* Mrs Alnut, white china ornaments
* Mrs Burton, glove sachet
* Rev. J J Burton, '''Bible'''
* Mr and Mrs Ludovick Bligh, paper knife
* Miss Bidwell, silver seal
* Miss Chetwynd, '''case of silver glove stretchers''', &amp;c.
* Miss Cripps, china ornament
* Mr Thomas Coppard, '''driving rug'''
* Hon. Lilah and Hon. Charles Cavendish, ivory tray
* Messrs. R and S Caldwell, china vases
* M and Mrs W Cripps, hunting whip
* Miss H Davis, double inkstand
* Mrs Duce, china vase
* Mrs Dobede, silver fish pencil case
* Mr and Mrs Drake, pair of silver topped bottles
* Mr Davis, '''driving rug'''
* Mr Dickinson, fan
* Misses Eastwood, white china waiter
* Mrs Eastwood, Dresden tea service
* Mr and Mrs Evenden, bracket
* Mrs Frewen, silver magnifying glass
* Mr and Mrs Stephen Frewen, old Sèvres china
* Mrs Fletcher, small gold box
* Mr and Mrs Earnest Beckett, silver gilt tray
* Colonel and Hon. Mrs. Leeke, gold mounted hunting whip
* Mr Westley Richards, clock
* Mr and Mrs Glanville, photograph of the Marquis and Marchioness of Abergavenny
* Thomas Cutton, small Ivory case with scissors
* Lady Frances Pratt, silver sugar sifter
* Mr and Lady Georgina Field, crown Derbycups
* Mr and Mrs Fort, pair of Dresden figures
* Mrs Inigo Gell, silver smelling bottle
* Gilbert and Co.. high iron lamp
* Mr G Gladwin, ivory handled button hook
* Mrs Hamilton Grace, button hook
* '''Mrs Frank Harris''', silver tray
* Mr and Mrs W H Hodgkin, '''Chippendale table'''
* Miss Emily Harcourt, pair of opera glasses
* Miss Hoskins, picture
* Mr and Mrs R Hulse, silver paper holder
* Mr Charles Johnstone, silver frame
* Mr F and Miss Laura Johnstone, antique spoon
* Misses Maude and Kate Kemp, silver box
* Mr Percy Lankester, large framed photograph of Eridge Castle 
* Mr Charles Luck, '''Wedgwood china'''
* Misses Miles, newspaper rack
* Mr and Mrs Manser, paper knife
* Mrs Montefiore, Dresden cups and saucers
* Miss Marsack, photograph screen
* Mr Noyes, '''string box'''
* Mrs and Miss Neale, lace handkerchlef and table cloth
* Mr R Nevill, sliver frame
* Mr J Petts, hunting whip
* Mrs Rust, basket
* Miss Rutherford, table cloth
* Mrs Cramer Roberts, Dutch silver toys
* Mrs Shiffner, old Danish brooch
* Miss Stapleton, piece of old silver
* Mr Sheriffe, tortoiseshell and silver paper-knife
* Master Jimmy and Miss Myra Smith, photo screen
* Mr H Johnstone Scott, silver box
* Mr Markham Spofforth [?], '''Chippendale paper case'''
* Messrs. Poile Smith, large silver shell tray
* Mr F. Tidd, Iarge silver mounted tortoiseshell leaf cutter
* Miss Caroline Thompson, calendar
* Mr and Mrs Vigors, pair of silver frames
* Miss Vigors, long silver button hook
* Mrs Wilkinson, glass vase
* The tradesmen Tunbridge Wells presented the bride with a large silver gilt looking glass
* '''Bridge Castle servants''', set of brushes and hand mirrors, with gold monogram and '''address'''
* '''Gardeners, mechanics, and keepers on the Bridge estate''', china tea service painted in violets
* '''Tenants on the Eridge and Southdown estates''', silver hunting horn and '''illumlnated address'''
* Bridge teachers and scholars of the Sunday and day schools, brass salver
* Committee of the Tunbridge Wells Junior Conservative Association, salver cushion in Conservative colours of Kent and Sussex
* '''Tenants on the Draycot estate''', sliver cream jug and sugar basin
* '''Servants at Stratton-Audley''', grey leather and silver blotting book and snvelope case

The bridegroom's present, comprised: —

* From the bride, diamond pin, gold watch, and travelling bag
* Earl and Countess Cowley, handsome silver centre piece
* Marchioness of Abergavenny, silver spoons
* Duke of Wellington, '''George''' '''III. silver bowl'''
* Messrs. F. and C. de Murrieta, set of five very handsome open work dessert dishes
* Marquis of Worcester, smoking-room tray
* Duchess of Manchester, tortoiseshell paper knife with silver handle
* Lady Eva Wellesly, pearl pin
* Lord Richard Nevill, '''liquer case'''
* Lord and Lady George Nevill, decanters
* Lord and Lady William Nevill, pair of old silver sauce boats
* Lord and Lady Henry Nevill, silver hot water jug
* Lord and Lady Aline Beaumont, carriage watch
* Count Esterhazy, cigar case
* Vlscount and Viscountess Trafalgar, sliver mounted magnifying glass
* Lord Edward Somerset, decanters
* Lady Decies, silver lighter box
* Lady Norreys, '''silver razor strop'''
* Mr and Lady Doreen Long, silver magnifying glass
* Hon. Claud Hay, old silver mustard pot
* Hon. Mrs Gerald Wellesley, '''high brass lamp'''
* Sir W Gordon Cumming, silver cirgarette case
* Mr and Lady Idina Brassey, '''driving whip'''
* Lord Apsley, umbrella
* Hon. Dawson, pair of silver candlesticks
* Lord Henry Bruce, silver pepper and mustard pots and salt cellars
* The Earl of Dudley, four small liqueur bottles
* Hon. Francis and Lady Feodorowna Bertie, pearl and diamond pin
* Sir John Dickson Poynder, '''silver stand for hunting appointments'''
* Lady Bulkeley, '''writing table'''
* Mr and Lady Rose Leigh, old silver teapot
* Colonel Hon. F Wellesley, silver urn
* Lord Herbert Vane-Tempest, silver cigarette box
* General and Mrs Owen Williams, silver teapot
* Hon. H and Lady Feodore Sturt and Sir and Lady Magdalen Bulkeley, luncheon case
* Sir Thomas Dancer, inkstand
* Mr and Mrs Hwfa Williams, silver kettle
* Sir Oscar Clayton, silver mustard pot
* Sir Gerald Codrington, silver match box
* Sir Charles Hartopp, cigarette holder in gold case
* Dowager Countess of Lonsdale, old ink bottle
* Marquis and Marchioness of Cholmondeley, silver cigarette case
* Countess of Aylesford, tortoiseshell and silver box
* Earl and Countess of Hardwicke, old silver Inkstand
* Mr Meredith Brown, old silver inkstand
* Colonel Henn, '''case of boot hooks'''
* Mr Majoribanks, '''writing table'''
* Mr Fuller, silver candlesticks
* Mr Audley Lovell, hunting whip
* Mr Dawson, silver clock
* Mr Hugh Owen, two silver mounted match boxes
* Major Cotes, silver box
* Mr and Mrs Sandford, '''piece of marqueterie furniture'''
* Mr and Mrs Bristowe, old dessert spoons
* Mr R Sheriffe, old silver flask
* Colonel Townsend, cigarette box
* Baron M de Tuyll, pair of silver candlesticks
* Mr Caryl Craven, looking glass
* Mr Berkeley Levett, old silver match box
* Mr I Williams, silver cigarette case
* Mr B Peel, pair of old silver candlesticks
* Mr Edward Beaumont, old silver spoons
* Mr Coleman, silver horn cigarette lighter
* Mr Frank Gore, '''clock and weather glass'''
* Mr Hugh Clutterbuck, old silver toothpick box
* Mr [H?] Clutterbuck, sliver mounted decanter
* Mr Graham Smith, '''racing''' '''bag'''
* Mr R Charteris, silver cream jug
* Mr Geoffrey Glyn, walking stick
* Mr Austin Mackenzie, liqueur bottles
* Hon. F Sturt, luncheon basket [listed twice?]
* Mr Albert Stopford, pepper pots
* '''Southdacon farm labourers''', cigarette case
* Mr Oswald Magniac, '''high screen'''
* Mr J Hargreaves, grandfather's clock
* Mr T Laycock, tea and coffee pots and sugar basin
* Sir Roger Palmer, silver sugar basin and spoon
* Captain Julian Spicer, dog cigarette lighter
* Mr W Harford, silver cow cream jug
* Mr Archie Miles, silver headed walking stick
* Mr and Mrs Arthur Wilson, breakfast cruet and silver match box
* Mr and Mrs Caldwell, cigarette lighter
* Captain and Mrs Napier Miles, silver cream jug
* Mr Mattingley, driving whip
* Mr Seymore Gore, liqueur glasses
* Mr Geoffrey Glyn, walking stick
* Captain Longfietd, silver cigarette lighter
* '''The tenants the Draycot estate''' presented Lord Dangan with a large silver urn : and '''the employes the estate''' gave a lamp.&lt;ref&gt;&quot;The Marriage of Lord Dangan and Lady Violet Nevill.&quot; ''Devizes and Wiltshire Gazette'' 24 December 1889, Tuesday: 8 [of 8], Col. 3a–c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000360/18891224/068/0008. Same print title and p.&lt;/ref&gt;
&lt;/blockquote&gt;

== Notes and Questions ==
# 

==References==
{{reflist}}</text>
      <sha1>lg5y923mcyaguc6yd3f03c48hnup289</sha1>
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  </page>
  <page>
    <title>Nursery rhymes and songs/Hey Diddle, Diddle</title>
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      <comment>New resource with &quot;Hey diddle diddle the cat and the fiddle the cow jumped over the moon. The little dog laughed to see such fun and the dish ran away with the spoon..&quot;</comment>
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      <text bytes="148" sha1="srqcc3ti78da7q4xjurtfvnwkuwew5j" xml:space="preserve">Hey diddle diddle the cat and the fiddle the cow jumped over the moon. The little dog laughed to see such fun and the dish ran away with the spoon..</text>
      <sha1>srqcc3ti78da7q4xjurtfvnwkuwew5j</sha1>
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    <revision>
      <id>2719787</id>
      <parentid>2719786</parentid>
      <timestamp>2025-06-27T05:09:00Z</timestamp>
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        <ip>134.128.205.34</ip>
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      <origin>2719787</origin>
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      <text bytes="147" sha1="4kqa6xshtbk35oo3cz8ovp0rkx6f0vu" xml:space="preserve">Hey diddle diddle the cat and the fiddle the cow jumped over the moon. The little dog laughed to see such fun and the dish ran away with the spoon.</text>
      <sha1>4kqa6xshtbk35oo3cz8ovp0rkx6f0vu</sha1>
    </revision>
  </page>
  <page>
    <title>Alandmanson/sandbox- Pompilidae</title>
    <ns>0</ns>
    <id>322214</id>
    <revision>
      <id>2719804</id>
      <timestamp>2025-06-27T11:56:51Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>New resource with &quot;'''''Subfamily'' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/index.htm &lt;u&gt;Pompilinae&lt;/u&gt;]'''  [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Classification/index.htm '''&lt;u&gt;https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Classification/index.htm&lt;/u&gt;''']  '''Genus''' ''Aeluropetrus'' Arnold, 1936  ''Aeluropetrus braunsi'' Arnold, 1936 (South Africa)  ''Aeluropetrus lugubris'' Arnold, 1936 (South Africa)  '''Genus''' [https://www.waspweb...&quot;</comment>
      <origin>2719804</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="20293" sha1="9avtp4782p83mxkgg5l8y0ki8dgltg7" xml:space="preserve">'''''Subfamily'' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/index.htm &lt;u&gt;Pompilinae&lt;/u&gt;]'''

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Classification/index.htm '''&lt;u&gt;https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Classification/index.htm&lt;/u&gt;''']

'''Genus''' ''Aeluropetrus'' Arnold, 1936

''Aeluropetrus braunsi'' Arnold, 1936 (South Africa)

''Aeluropetrus lugubris'' Arnold, 1936 (South Africa)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Aetheopompilus/index.htm ''&lt;u&gt;Aetheopompilus&lt;/u&gt;''] Arnold, 1934

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Aetheopompilus/Aetheopompilus_obliquetruncatus.htm ''&lt;u&gt;Aetheopompilus obliquetruncatus&lt;/u&gt;''] Arnold, 1934 (Mozambique)

'''Genus''' ''Agenioideus'' Ashmead, 1902

''Agenioideus brevis'' (Arnold, 1937) (South Africa)

''Agenioideus cinnamomeus'' (Arnold, 1937) (Ghana, Zimbabwe)

''Agenioideus decipiens'' (Bischoff, 1913) (South Africa)

''Agenioideus gibber'' (Arnold, 1937) (Botswana, Democratic Republic of Congo, Zimbabwe)

''Agenioideus lascivus'' (Cameron, 1891) (?)

''Agenioideus nudatus'' (Smith, 1855) (?)

''Agenioideus rotundilabris'' (Arnold, 1937) (South Africa)

''Agenioideus rutilus'' (Klug, 1834) (Yemen)

''Agenioideus rufipes'' (Arnold, 1937) (Namibia)

''Agenioideus varians'' (Arnold, 1937) (?)

'''Genus''' ''Amblyellus'' Day, 1981

''Amblyellus willowmorensis'' (Arnold, 1937) (Burkina Faso, Democratic Republic of Congo, Ivory Coast, Senegal, South Africa, Togo)

'''Genus''' ''Anoplius'' Dufour, 1834

''Anoplius aethiopicus'' Arnold, 1937 (Democratic Republic of Congo, Ethiopia, Mozambique, Uganda)

''Anoplius alecto'' Arnold, 1959 (South Africa)

''Anoplius bifasciatus'' Tullgren, 1904 (Cameroon, Democratic Republic of Congo, Ethiopia, Uganda)

''Anoplius concinnus'' (Dahlbom, 1845) (Yemen)

''Anoplius fuscus'' ''fuscus'' Arnold, 1937 (Ethiopia, Kenya, Lesotho, South Africa, Tanzania)

''Anoplius fuscus'' ''excelsior'' Arnold, 1950 (Tanzania)

''Anoplius montanus'' Haupt, 1950 (Benin, Cameroon, Democratic Republic of Congo, Gabon, Ivory Coast, Liberia, Malawi, Principe Island, Senegal, South Africa, Togo)

''Anoplius morosus'' Smith, 1855 (Ethiopia, South Africa)

''Anoplius octomaculatus'' Arnold, 1951 (Mali)

''Anoplius panmelas'' (Saussure, 1891) (Madagascar)

''Anoplius saegeri'' Arnold, 1937 (Democratic Republic of Congo)

''Anoplius subfasciatus'' Arnold, 1937 (South Africa, Uganda, Zimbabwe)

''Anoplius successor'' (Cameron, 1910) (Democratic Republic of Congo, Ethiopia, South Africa, Tanzania, Uganda, Zimbabwe)

''Anoplius viridicatus'' Smith, 1879 (West Africa)

'''Genus''' ''Apareia'' Haupt, 1929

''Apareia multipicta rufifemur'' Haupt, 1929 (Zimbabwe)

''Apareia oedipus'' Kohl, 1886 (South Africa)

'''Genus''' ''Aporinellus'' Banks, 1911

''Aporinellus bidens'' (Saussure, 1892) (Madagascar)

'''Genus''' ''Aporoideus'' Ashmead, 1902

''Aporoideus clarus'' Banks, 1940 (Madagascar)

'''Genus''' ''Arachnospila'' Kincaid, 1900

'''Subgenus''' ''Ammosphex''

''Arachnospila (Ammosphex) consobrina heringi'' (Haupt, 1928) (California, Canary Islands, Spain, Tanzania, Yemen)

'''Genus''' ''Argyroclitus'' Arnold, 1937

''Argyroclitus fasciatipennis'' Arnold, 1937 (South Africa, Zimbabwe)

''Argyroclitus hyalinipennis'' Arnold, 1937 (Zimbabwe)

''Argyroclitus longicollis'' Arnold, 1937 (Zimbabwe)

''Argyroclitus rufipes'' Arnold, 1937 (Zimbabwe)

''Argyroclitus ruwenzoriensis'' Arnold, 1937 (Zimbabwe)

'''Genus''' ''Atelostegus'' Haupt, 1929

''Atelostegus thrinax'' (Kohl, 1909) (Madagascar)

'''Genus''' ''Atopopompilus'' Arnold, 1937

''Atopompilus jacens'' (Bingham, 1912) (Cameroon, Democratic Republic of Congo, Kenya, Malawi, Nigeria, Senegal, Sierra Leone, South Africa, Sudan, Tanzania, Zaire, Zambia, Zimbabwe, Yemen)

''Atopompilus marshalli'' Arnold, 1937 (South Africa, Zimbabwe)

''Atopopompilus venans mlanjiensis'' Arnold, 1937 (Ghana)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Bambesa/index.htm ''&lt;u&gt;Bambesa&lt;/u&gt;''] Arnold, 1936

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Bambesa/Bambesa_grisea.htm ''&lt;u&gt;Bambesa grisea&lt;/u&gt;''] Arnold, 1936 (Democratic Republic of Congo)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Batozonellus/index.htm ''&lt;u&gt;Batozonellus&lt;/u&gt;''] Arnold, 1937

''Batozonellus capensis'' (Dahlbom, 1843) (Ethiopia, South Africa, Zimbabwe)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Batozonellus/Batozonellus_fuliginosus.htm ''&lt;u&gt;Batozonellus fuliginosus&lt;/u&gt;''] (Klug, 1834) (Central Africa, South Africa, Yemen, Zimbabwe)

''Batozonellus gowdeyi'' (Turner, 1916) (Uganda)

''Batozonellus madecassus'' (Saussure, 1887) (Madagascar)

''Batozonellus separabilis'' (Turner, 1916) (Congo, South Africa, Zimbabwe)

'''Genus''' ''Batozonus'' Ashmead, 1902

''Batozonus bipunctatus'' Banks, 1940 (Madagascar)

''Batozonus capensis'' Dahlbom, 1940 (Ethiopia, South Africa, Uganda)

'''Genus''' ''Cliochares'' Banks, 1940

''Cliochares convexus'' Banks, 1940 (Madagascar)

'''Genus''' ''Cordyloscelis'' Arnold, 1935

''Cordyloscelis bequaerti'' Arnold, 1935 (Democratic Republic of Congo)

''Cordyloscelis flavipennis'' Arnold, 1935 (South Africa)

''Cordyloscelis latipes'' Arnold, 1935 (South Africa)

''Cordyloscelis namaqua'' Arnold, 1935 (South Africa)

''Cordyloscelis nigerrimus'' Arnold, 1935 (South Africa)

''Cordyloscelis parallelus'' Arnold, 1946 (Zimbabwe)

''Cordyloscelis ugandensis'' Arnold, 1935 (Congo, Uganda)

'''Genus''' ''Ctenagenia'' Saussure, 1892

''Ctenagenia vespiformis'' (Klug, 1834) (Djibouti, Egypt, Eritrea, Ethiopia, Greece, Israel, Lebanon, Madagascar, Niger, Nigeria, Portugal, Saudi Arabia, Somalia, Sudan, Syria, Turkey, Yemen)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Dromochares/index.htm ''&lt;u&gt;Dromochares&lt;/u&gt;''] Haupt, 1930

''Dromochares clavipennis'' Arnold, 1935 (Zimbabwe)

''Dromochares fumipennis'' Arnold, 1935 (South Africa)

''Dromochares premnopterus'' Kohl, 1900 (South Africa)

''Dromochares rufipes'' Arnold, 1935 (South Africa)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Dromochares/Dromochares_transvaalensis.htm ''&lt;u&gt;Dromochares transvaalensis&lt;/u&gt;''] Arnold, 1935 (South Africa)

'''Genus''' ''Dicyrtomellus'' Gussakovskij, 1935

''Dicyrtomellus anomalipes'' Arnold, 1937 (South Africa)

''Dicyrtomellus argenteodecoratus'' Cameron, 1904 (South Africa, Zimbabwe)

''Dicyrtomellus griseus'' Arnold, 1937 (Zimbabwe)

''Dicyrtomellus impressus'' Arnold, 1937 (South Africa, Zimbabwe)

''Dicyrtomellus leptacanthius'' Cameron, 1910 (Ethiopia, South Africa, Zimbabwe)

''Dicyrtomellus meruensis'' Cameron, 1910 (South Africa, Zimbabwe)

''Dicyrtomellus neavei'' Kohl, 1913 (Congo)

''Dicyrtomellus rufofemoratus'' Bischoff, 1913 (South Africa)

'''Genus''' ''Elaphrosyron'' Haupt, 1930

''Elaphrosyron insidiosus'' Smith, 1879 (Ethiopia, Mali, Senegal, South Africa, Zimbabwe)

''Elaphrosyron multipictus'' Arnold, 1937 (Uganda)

''Elaphrosyron pauperculus'' Arnold, 1959 (South Africa)

'''Genus''' ''Epiclinotus'' Haupt, 1929

''Epiclinotus capensis'' Arnold, 1959 (South Africa)

''Epiclinotus erythrurus'' Haupt, 1929 (South Africa)

''Epiclinotus turneri'' Haupt, 1929 (South Africa)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Episyron/index.htm ''&lt;u&gt;Episyron&lt;/u&gt;''] Schiødte, 1837

''Episyron argillaceus'' Arnold, 1936 (Zambia)

''Episyron bequaerti'' Arnold, 1936 (Liberia)

''Episyron bicinctus'' Bischoff, 1913 (South Africa, Zimbabwe)

''Episyron braunsii'' Arnold, 1936 (South Africa)

''Episyron crassicornis'' Arnold, 1936 (Democratic Republic of Congo, Mozambique, Uganda)

''Episyron gryps'' Saussure, 1890 (Madagascar)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Episyron/Episyron_histrio.htm ''&lt;u&gt;Episyron histrio&lt;/u&gt;''] Lepeletier, 1845 (Democratic Republic of Congo, Ethiopia, Mali, South Africa, Yemen, Zimbabwe)

''Episyron pedunculatus'' Arnold, 1936 (Liberia)

''Episyron solitaneum'' Kohl, 1906 (Yemen)

''Episyron tropicalis'' Arnold, 1936 (Democratic Republic of Congo)

''Episyron turneri'' Arnold, 1936 (South Africa)

''Episyron viduus'' Arnold, 1936 (Namibia, South Africa, Zimbabwe)

''Episyron vindex'' Smith, 1879 (Democratic Republic of Congo, Malawi, South Africa)

'''Genus''' ''[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Euclavelia/index.htm &lt;u&gt;Euclavelia&lt;/u&gt;]'' Arnold, 1932

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Euclavelia/Euclavelia_fasciata.htm ''&lt;u&gt;Euclavelia fasciata&lt;/u&gt;''] Arnold, 1932 (South Africa)

''Euclavelia longicollis'' Arnold, 1934 (South Africa)

'''Genus''' ''Euryzonotulus'' Arnold, 1937

''Euryzonotulus nigeriensis'' Arnold, 1937 (South Africa)

'''Genus''' ''Ferreola'' Lepeletier, 1845

''Ferreola auranticornis'' Wahis, 2000 (Eritrea, Yemen)

'''Genus''' ''Ferreoloides'' Haupt, 1919

''Ferreoloides basutorum'' Arnold, 1960 (Lesotho)

''Ferreoloides versutus'' Arnold, 1960 (Lesotho)

'''Genus''' ''Galactopterus'' Arnold, 1937

''Galactopterus otaviensis'' Arnold, 1937 (South Africa)

''Galactopterus rufipes'' Arnold, 1937 (Namibia, South Africa)

''Galactopterus simillimus'' Arnold, 1937 (South Africa)

'''Genus''' ''Guichardia'' Arnold, 1951

''Guichardia macilenta'' Arnold, 1951 (Ghana, South Africa)

'''Genus''' ''Hadropompilus'' Arnold, 1934

''Hadropompilus braunsi'' Arnold, 1934 (South Africa)

''Hadropompilus montanus'' Arnold, 1936 (South Africa)

'''Genus''' ''Hauptiella'' Arnold, 1936

''Hauptiella multipicta'' Arnold, 1936

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Herpetosphex/index.htm ''&lt;u&gt;Herpetosphex&lt;/u&gt;''] Arnold, 1940

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Herpetosphex/Herpetosphex_staphylinoides.htm ''&lt;u&gt;Herpetosphex staphylinoides&lt;/u&gt;''] Arnold, 1940 (Zimbabwe)

'''Genus''' ''Homonotus'' Dahlbom, 1844

''Homonotus aegyptiacus'' Turner, 1917 (South Africa, Uganda, Zimbabwe)

''Homonotus coxalis'' Dahlbom, 1843 (South Africa)

''Homonotus disparilis'' Turner, 1917 (South Africa)

''Homonotus dispersus'' Dahlbom, 1843 (South Africa, Zimbabwe)

''Homonotus dissectus'' Dahlbom, 1843 (South Africa)

''Homonotus fuscipes'' Dahlbom, 1843 (South Africa)

''Homonotus imitans'' Dahlbom, 1843 (Zimbabwe)

''Homonotus leptogaster'' Dahlbom, 1843 (South Africa)

''Homonotus ruficornis'' Cameron, 1905 (South Africa)

''Homonotus rukwaensis'' Arnold, 1946 (Tanzania)

''Homonotus sansibaricus'' Dahlbom, 1843 (Zanzibar)

'''Genus''' ''Idopompilus'' Haupt, 1930

''Idopompilus algoensis'' Arnold, 1936 (South Africa)

''Idopompilus algoensis major'' Arnold, 1935 (South Africa)

''Idopompilus braunsi'' Kohl, 1899 (South Africa)

''Idopompilus brunnescens'' Arnold, 1936 (South Africa)

''Idopompilus handlirschi handlirschi'' Arnold, 1936 (?)

''Idopompilus handlirschi basutorum'' Arnold, 1959 (Lesotho, South Africa)

''Idopompilus fuliginosus'' Arnold, 1946 (Lesotho)

''Idopompilus gracilicornis'' Arnold, 1936 (South Africa)

''Idopompilus handlirschii'' Arnold, 1936 (South Africa)

''Idopompilus krugeri'' Haupt, 1930 (South Africa, Zimbabwe)

''Idopompilus quadrifasciatus'' Arnold, 1936 (Zimbabwe)

'''Genus''' ''Kolposphex'' Arnold, 1959

''Kolposphex atronitens'' Arnold, 1959 (South Africa)

'''Genus''' ''Kyphopompilus'' Arnold, 1960

''Kyphopompilus flavipes'' Arnold, 1960 (Zimbabwe)

'''Genus''' ''Microdrapetes'' Arnold, 1937

''Microdrapetes bellus'' Arnold, 1937 (South Africa, Zimbabwe)

'''Genus''' ''Microphadnus'' Cameron, 1904

''Microphadnus bicolor'' Cameron, 1905 (South Africa)

'''Genus''' ''Paracyphononyx'' Gribodo, 1884

''Paracyphononyx affinis'' Haupt, 1929 (Cameroon, Ghana, Uganda)

''Paracyphononyx africanus'' Rad., 1881 (Angola, Democratic Republic of Congo, Uganda, Zimbabwe)

''Paracyphononyx capensis'' Arnold, 1959 (South Africa)

''Paracyphononyx carinatus'' Rad., 1881 Angola, Sierra Leone, South Africa, Zimbabwe)

''Paracyphononyx coloratus'' Haupt, 1929 (Cameroon)

''Paracyphononyx difficilis'' Bischoff, 1913 (Malai, South Africa, Uganda, Zimbabwe)

''Paracyphononyx diversipes'' Arnold, 1962 (Zimbabwe)

''Paracyphononyx diversus'' Dahlbom, 1845 (Central and East Africa to South Africa, Yemen)

''Paracyphononyx elliotti'' Saussure, 1891 (Madagascar)

''Paracyphononyx frustratus'' Smith, 1879 (South Africa, Uganda, Zimbabwe)

''Paracyphononyx funebris'' Magretti, 1884 (Ethiopia)

''Paracyphononyx gemellus'' Arnold, 1936 (South Africa, Zimbabwe)

''Paracyphononyx laboriosus'' Arnold, 1936 (Ethiopia, South Africa)

''Paracyphononyx languidus'' Haupt, 1929 (South Africa, Zimbabwe)

''Paracyphononyx lukombensis'' Cameron, 1912 (Ethiopia, Kenya, Uganda, Zambia)

''Paracyphononyx metemmensis'' Magretti, 1884 (Ghana, Mali, South Africa, Zimbabwe)

''Paracyphononyx mombassicus'' R. Luc., 1898 (Kenya)

''Paracyphononyx montanus'' Arnold, 1960 (South Africa)

''Paracyphononyx parallelus'' Haupt, 1929 (Democratic Republic of Congo, South Africa)

''Paracyphononyx petiolaris'' Saussure, 1891 (Madagascar)

''Paracyphononyx plutonis'' Banks, 1940 (Madagascar)

''Paracyphononyx rotundinervis'' Cameron, 1910 (Ethiopia, Tanzania, Uganda)

''Paracyphononyx ruficrus'' Klug, 1834 (Asia Minor, Egypt, South Africa, Yemen, Zimbabwe)

''Paracyphononyx zonatus'' Illiger,1802 (Mali, South Africa, Zimbabwe)

'''Genus''' ''Paraferreola'' Sustera, 1913

''Paraferreola melanostoma'' Cameron, 1904 (South Africa, Zimbabwe)

''Paraferreola spilopus'' Cameron, 1904 (South Africa)

''Paraferreola soleana'' Cameron, 1905 (South Africa)

'''Genus''' ''Platyderes'' Guérin-Méneville, 1844

''Platyderes bicolor'' Smith, 1855 (South Africa)

''Platyderes chalybeus'' Saussure, 1892 (East Africa, South Africa)

''Platyderes drègii'' Brauns, 1899 (South Africa)

''Platyderes erythrocephalus'' Guerin, **** (Madagascar)

''Platyderes flavoscutellatus'' Arnold, 1960 (Zimbabwe)

''Platyderes oraniensis'' Arnold, 1936 (South Africa)

''Platyderes rhodesianus'' Bischoff, 1913 (Ethiopia, Zimbabwe)

''Platyderes saussurei'' Banks, 1940 (Madagascar)

''Platyderes spoliatus'' Cameron, 1910 (South Africa, Zimbabwe)

''Platyderes vicinus'' Arnold, 1936 (South Africa)

''Platyderes wasmanni'' Brauns, 1904 (South Africa)

'''Genus''' ''Pompilus'' Fabricius

''Pompilus alpinus'' Arnold, 1960 (Democratic Republic of Congo)

''Pompilus anomalopterus'' Cameron, 1908 (Malawi, South Africa)

''Pompilus cinereus'' Fabricius, 1775 (Yemen)

''Pompilus contrarius'' Arnold, 1951 (Mali)

''Pompilus curvifrons'' Cameron, 1908 (

''Pompilus erythrostomus'' Cameron, 1908 (

''Pompilus exploratrix'' Cameron, 1908 ''(''

''Pompilus ignobilis'' Arnold, 1959 (South Africa)

''Pompilus levis'' Arnold, 1951 (Ghana)

''Pompilus masaiensis'' Cameron, 1908 (

''Pompilus meruensis'' Cameron, 1908 (

''Pompilus plumbeus'' Fabricius, 1787 (Widespread through Africa (Ethiopia, Ghana, Mali, Senegal, South Africa) also in China, Europe, India)

''Pompilus sacchii'' Magretti, 1898 (

''Pompilus shirae'' Arnold, 1950 (Democratic Republic of Congo)

''Pompilus successor'' Cameron, 1908 (

''Pompilus vanutelli'' Magretti, 1898 (

''Pompilus willowmorensis'' Arnold, 1937 (South Africa)

''Pompilus yngvei'' Cameron, 1908 (

'''Genus''' ''Pompilioides'' Radley, 1887

''Pompilioides braunsi'' Kohl, 1894 (Cameroon)

''Pompilioides decipiens'' Arnold, 1936 (South Africa)

''Pompilioides latifrons'' Arnold, 1936 (South Africa)

''Pompilioides pruinosus'' Smith, 1855 (South Africa, Zimbabwe)

''Pompilioides rhodesianus'' Bischoff, 1913 (Zimbabwe)

''Pompilioides trifasciatus'' Arnold, 1936 (South Africa)

''Pompilioides validus'' Arnold, 1936 (Zimbabwe)

'''Genus''' ''Psammochares'' Latreille, 1796

''Psammochares bilineatus'' Arnold, 1937 (South Africa)

''Psammochares brunniventris'' Arnold, 1937 (South Africa)

''Psammochares insidiosus'' Smith, 1879 (Ethiopia, Malawi, South Africa, Zimbabwe)

''Psammochares irpex'' Gerstaecker, 1859 (Zimbabwe)

''Psammochares jocaste'' Banks, 1940 (Madagascar)

''Psammochares latilabris'' Arnold, 1937 (Malawi, Zimbabwe)

''Psammochares quadriguttatus'' Arnold, 1937 (Ethiopia, Tanzania)

''Psammochares rufigaster'' Arnold, 1937 (South Africa)

''Psammochares rutilus'' Klug, 1834 (Ethiopia, Nigeria, Sudan, Zimbabwe)

''Psammochares varians'' Arnold, 1937 (South Africa)

'''Genus''' ''Psammoderes'' Haupt, 1929

''Psammoderes capensis'' Arnold, 1937 (South Africa)

''Psammoderes collaris'' Saussure, 1891 (Madagascar)

''Psammoderes fuliginosus'' Arnold, 1935 (Zimbabwe)

''Psammoderes major'' Haupt, 1929 (South Africa)

''Psammoderes lightfooti'' Arnold, 1937 (South Africa)

''Psammoderes longicollis'' Arnold, 1937 (Democratic Republic of Congo)

''Psammoderes mimicus'' Haupt, 1929 (South Africa)

''Psammoderes semirufus'' Haupt, 1929 (South Africa, Zimbabwe)

''Psammoderes reputatus'' Kohl, 1913 (Congo, Zimbabwe)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Pseudoclavelia/index.htm ''&lt;u&gt;Pseudoclavelia&lt;/u&gt;''] Haupt, 1930

''Pseudoclavelia argenteosignata'' Arnold, 1936 (Botswana, Namibia)

''Pseudoclavelia bituberculata'' Arnold, 1962 (Zimbabwe)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Pseudoclavelia/Pseudoclavelia_damarensis.htm &lt;u&gt;''Pseudoclavelia damarensis''&lt;/u&gt;] Arnold, 1936 (Namibia)

''Pseudoclavelia jouberti'' Kohl, 1900 (South Africa)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Pseudoclavelia/Pseudoclavelia_nitidula.htm &lt;u&gt;''Pseudoclavelia nitidula'' ''nitidula''&lt;/u&gt;] Arnold, 1936 (Namibia)

''Pseudoclavelia nitidula bechuanae'' Arnold, 1959 (South Africa)

''Pseudoclavelia rhodesiana'' Arnold, 1936 (Zimbabwe)

''Pseudoclavelia rufescens'' Arnold, 1936 (South Africa)

''Pseudoclavelia willowmorensis'' Arnold, 1936 (South Africa)

'''Genus''' ''Pseudopompilus'' Costa, 1887

''Pseudopompilus funereus'' Arnold, 1936 (Zimbabwe)

''Pseudopompilus hyalinipennis'' Arnold, 1935 (South Africa)

''Pseudopompilus lacteipennis'' Arnold, 1936 (South Africa)

'''Genus''' ''Pygmachus'' Haupt, 1930

''Pygmachus compressus'' Saussure, 1892 (Madagascar)

''Pygmachus umbratus'' Haupt, 1930 (Guinea, South Africa, Zanzibar, Zimbabwe)

'''Genus''' ''Rhynchopompilus'' Arnold, 1934

''Rhynchopompilus cursor'' Arnold, 1934 (Zimbabwe)

'''Genus''' ''Schistonyx'' Saussure, 1887

''Schistonyx aterrimus'' Arnold, 1946 (South Africa)

''Schistonyx prismaticus'' Saussure, 1890 (Madagascar)

''Schistonyx sinuatus'' Bischoff, 1913 (South Africa)

''Schistonyx sheppardi'' Arnold, 1937 (Zimbabwe)

''Schistonyx umbrosus'' Klug, 1834 (Throughout Africa, Namibia, Senegal, Syria, Zimbabwe)

'''Genus''' ''Schizanoplius'' Cameron, 1904

''Schizanoplius lutarius'' (Saussure, 1834)(Ghana, Mali, Madagascar)

''Schizanoplius violaceipennis'' Cameron, 1904 (South Africa)

'''Genus''' ''Spuridiophorus'' Arnold, 1934

''Spuridiophorus capensis'' Arnold, 1934 (South Africa)

''Spuridiophorus inermis'' Arnold, 1934 (Zimbabwe)

''Spuridiophorus maculipennis'' Arnold, 1936 (Zimbabwe)

''Spuridiophorus turneri'' Arnold, 1936 (South Africa, Zimbabwe)

'''Genus''' ''Syntomoclitus'' Arnold, 1937

''Syntomoclitus bicolor'' Arnold, 1937 (South Africa, Zimbabwe)

'''Genus''' [https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Tachypompilus/index.htm ''&lt;u&gt;Tachypompilus&lt;/u&gt;''] Ashmead, 1902

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Tachypompilus/Tachypompilus_ignitus.htm ''&lt;u&gt;Tachypompilus&lt;/u&gt;'' ''&lt;u&gt;ignitus&lt;/u&gt;''] (Smith, 1855) (South Africa, Zimbabwe)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Tachypompilus/Tachypompilus_ovambo.htm ''&lt;u&gt;Tachypompilus&lt;/u&gt;'' ''&lt;u&gt;ovambo&lt;/u&gt;''] (Arnold, 1937) (Namibia)

''Tachypompilus praepotens'' (Kohl, 1894) (South Africa, Mozambique, Zimbabwe, Zanzibar)

[https://www.waspweb.org/Pompiloidea/Pompilidae/Pompilinae/Tachypompilus/Tachypompilus_vitripennis.htm ''&lt;u&gt;Tachypompilus&lt;/u&gt;''] ''&lt;u&gt;vitripennis&lt;/u&gt;'' (Arnold, 1937) (Malawi, Zimbabwe)

'''Genus''' ''Telostegus'' Costa, 1887

''Telostegus capensis'' Arnold, 1937 (South Africa)

''Telostegus fuscipennis'' Cameron, 1905 (South Africa)

''Telostegus insidiosus'' (Smith, 1879) (Yemen)

''Telostegus sabulicola'' Priesner, 1955 (Algeria, Egypt, Marocco, Senegal, Yemen)</text>
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