Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.45.0-wmf.8 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk 0 15151 2720597 2720565 2025-07-03T12:13:14Z MathXplore 2888076 Reverted edits by [[Special:Contributions/143.44.192.99|143.44.192.99]] ([[User_talk:143.44.192.99|talk]]) to last version by [[User:Jtneill|Jtneill]] using [[Wikiversity:Rollback|rollback]] 2612541 wikitext text/x-wiki {{daughters}} [[b:Main Page|Wikibooks]], previously called Wikimedia Free Textbook Project and Wikimedia-Textbooks, is a wiki for the creation of free content books. Wikibooks is a [[Wikimedia]] project that was started on July 10, 2003 with the mission to create a free collection of open-content textbooks that anyone can edit. Since its founding, volunteers have written over 35,000 modules in a multitude of textbooks. == What is the difference between Wikibooks and Wikiversity? == Wikibooks hosts textbooks. Wikiversity does not host textbooks. [[Wikiversity:History of Wikiversity|Wikiversity started at Wikibooks, but later evolved into a separate project]]. Wikiversity is for types of learning resources that are not hosted by other Wikimedia projects. Wikiversity is exploring ways to use [[wiki]] technology to support learning communities. :"...the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." ([http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Wikiversity_.2826:35.29 source]) ==How can Wikiversity and Wikibooks complement each other?== Wikiversity participants can learn about a topic and then use what they have learned to improve textbooks at Wikibooks or encyclopedia articles at [[Wikipedia]]. Helping make textbooks and encyclopedia articles are just two types of learning activities. Many other types of learning activities are being explored at Wikiversity. Take a look at [[:Category:Learning activities]]. Many Wikiversity schools, divisions, departments and [[learning resources]] have a ''"Wikibooks"'' section that links directly to [[b:WB:SUBJECT|relevant subjects]] at Wikibooks. See ''[[Wikiversity and Wikibooks services]]'' for more ways to help Wikiversity and Wikibooks complement each other. ==Ideas for classroom use== Several classes at brick-and-mortar University have utilized Wikibooks for a "real world" class. For example [[b:Ethnomedicine|Ethnomedicine]] was created in a vigorous and rather astonishing fashion. It facilitated both the learning of the individuals of the class, and also made valuable information available for others to use. You could create a syllabus for your class here at Wikiversity, and then have students create a book as a study or homework tool over at Wikibooks. All of this content would be available for the free use by others at a later date. You can use the [[Template:Protected course|protected course template]] to ensure pages for your students remain consistent with your intentions for the duration of the course. Wikiversity is still rather new, and you are encouraged to be creative in the ways that you utilize Wikibooks and Wikiversity for your learning goals. == Organization of Wikibooks == Textbooks at Wikibooks are broken into 8 major subjects, which are then further subdivided into more specific subjects in a hierarchical manner. Each subject page corresponds to a different subject area such as mathematics, computer science, or history. Books on Wikibooks are also organized into alphabetical, Dewey-Decimal, and Library of Congress classification categories, which may be browsed independently from the subjects. Books for children from birth until age 12 are located in [[b:Wikijunior|Wikijunior]], a sub-project of Wikibooks. Wikijunior books encompass material from all subjects, and are specifically written for children. Some Wikijunior books are intended to accompany a classroom learning atmosphere, but many books are useful for at-home learning between parent and child. ==See also== * [[Wikiversity:Service community]] * [[Wikiversity and Wikibooks services]] * [[Wikibooks research]] * [[Risk Management/Tailored Wikibooks]] == WikiMediaFoundation Labs == * '''[http://mediawiki2latex.wmflabs.org/ MediaWiki to Latex converter for Wikibooks]'''<ref>Dirk Hünniger (2012-2020) MediaWiki to LaTeX Converter - URL: http://mediawiki2latex.wmflabs.org (accessed 2020/04/25)</ref> - by Dirk Hünniger ([[b:de:Benutzer:Dirk_Huenniger/wb2pdf/manual|Wikibook-Manual]]) ** '''Input:''' Wikibook URL ** '''Output:''' PDF-Document of the Wikibook : Please create PDF books with less than 500 pages only and consider to install the tool on your own Linux computer (if possible) to leave the server capacity on wmflabs-Server for people that do not have ability to install the MediaWiki converter on their own computer. == See also == * [[w:Wikibooks|Wikibooks]] (Wikipedia) == References == [[Category:Wikibooks| ]] [[Category:Document Management]] 1xl2o2oteaorllsj6c1trrag350los9 0 30220 2720611 2019712 2025-07-03T22:18:43Z 2603:6010:C900:4898:BDEC:F504:434A:3FC5 2720611 wikitext text/x-wiki Welcome to [[Wikimania]] at Wikiversity! This is the place to coordinate Wikiversity's contributions to the Wikimania [[wikt:fray|fray]] and is for "show and tell" about all things Wikimaniacal. <gallery> Example.jpg|Caption1 Example.jpg|Caption2 </gallery> ==Wikimania 2012== Wikimania 2012 will be the 8th annual Wikimedia Conference. It will be held in Washington, D.C. on July 12–15, 2012. See [http://wikimania2012.wikimedia.org/wiki/Main_Page Wikimania 2012] for details of this event. See [[/2012/| Wikiversity at Wikimania 2012]] if you would like to be involved in organising Wikiversity input. Wikimania 2012 will be the 8th annual Wikimedia Conference. It will be held in Washington, D.C. on July 12–15, 2012. [[Image:Logo_Wikimanía_Buenos_Aires.jpg|thumb|right|300px|Wikimania 2009 logo]] [http://wikimania2009.wikimedia.org/wiki/Portal Wikimania 2009], the fifth annual international Wikimedia conference was held August 25-29, 2009 in Buenos Aires, Argentina. It was the first held in Spanish and in the Southern Hemisphere. ==Being there== [[Image:Wikimania 2007 Teemu Leinonen close-up.jpg|thumb|right|[[User:Teemu|Teemu Leinonen]] speaking about education at Wikimania.]] "[[w:Wikimania|Wikimania]]" is an annual face-to-face gathering of enthusiasts of [[Wikipedia]], [[Wiktionary]], [[Wikisource]] and other [[Wikimedia]] projects. However, you don't have to physically attend Wikimania to participate. Furthermore, at Wikiversity, we are attempting to find ways to sustain this contact throughout the year. This could include having online meetings - perhaps with the rationale of helping [http://lists.wikimedia.org/pipermail/foundation-l/2007-June/030687.html combat climate change] by reducing the amount of people travelling the world in jet aircraft. ([[Talk:Wikimania|Have your say!]]) ==An adventure== At Wikimania 2006 in Boston, Wikiversity was announced as the newest addition to the Wikimedia [[Wikimedia|family of projects]]. Several learning projects and content development groups here at Wikiversity plan to participate in Wikimania: *The [[School:Media Studies|School of Media Studies]] will build learning resources for and from the Wikimania experience through [[Topic:Internet Audio and Video|Internet Audio and Video]]. *... ==See also== *[http://wikimania2005.wikimedia.org/wiki/Main_Page Wikimania 2005] - Frankfurt, Germany • 4 August 4-8 *[http://wikimania2006.wikimedia.org/wiki/Main_Page Wikimania 2006] - Cambridge, Massachusetts USA • August 4–6 *[[Wikimania/2007]] - Taipei, Taiwan • August 3-5 *[[Wikimania/2008]] - Alexandria, Egypt • July 17–19 *[[Wikimania/2009]] - Buenos Aires, Argentina • August 25-29 *[[Wikimania/2010]] - Gdańsk, Poland • July 9-11, 2010 *[[Wikimania/2012]] - Washington, D.C. • July 12–15, 2012 [[Category:Events]] s7uknidu5egmo6bteb8sm4o4sfalm0e 2720615 2720611 2025-07-03T23:03:09Z MathXplore 2888076 Reverted edits by [[Special:Contributions/2603:6010:C900:4898:BDEC:F504:434A:3FC5|2603:6010:C900:4898:BDEC:F504:434A:3FC5]] ([[User_talk:2603:6010:C900:4898:BDEC:F504:434A:3FC5|talk]]) to last version by [[User:Dave Braunschweig|Dave Braunschweig]] using [[Wikiversity:Rollback|rollback]] 1219718 wikitext text/x-wiki Welcome to [[Wikimania]] at Wikiversity! This is the place to coordinate Wikiversity's contributions to the Wikimania [[wikt:fray|fray]] and is for "show and tell" about all things Wikimaniacal. ==Wikimania 2012== Wikimania 2012 will be the 8th annual Wikimedia Conference. It will be held in Washington, D.C. on July 12–15, 2012. See [http://wikimania2012.wikimedia.org/wiki/Main_Page Wikimania 2012] for details of this event. See [[/2012/| Wikiversity at Wikimania 2012]] if you would like to be involved in organising Wikiversity input. Wikimania 2012 will be the 8th annual Wikimedia Conference. It will be held in Washington, D.C. on July 12–15, 2012. [[Image:Logo_Wikimanía_Buenos_Aires.jpg|thumb|right|300px|Wikimania 2009 logo]] [http://wikimania2009.wikimedia.org/wiki/Portal Wikimania 2009], the fifth annual international Wikimedia conference was held August 25-29, 2009 in Buenos Aires, Argentina. It was the first held in Spanish and in the Southern Hemisphere. ==Being there== [[Image:Wikimania 2007 Teemu Leinonen close-up.jpg|thumb|right|[[User:Teemu|Teemu Leinonen]] speaking about education at Wikimania.]] "[[w:Wikimania|Wikimania]]" is an annual face-to-face gathering of enthusiasts of [[Wikipedia]], [[Wiktionary]], [[Wikisource]] and other [[Wikimedia]] projects. However, you don't have to physically attend Wikimania to participate. Furthermore, at Wikiversity, we are attempting to find ways to sustain this contact throughout the year. This could include having online meetings - perhaps with the rationale of helping [http://lists.wikimedia.org/pipermail/foundation-l/2007-June/030687.html combat climate change] by reducing the amount of people travelling the world in jet aircraft. ([[Talk:Wikimania|Have your say!]]) ==An adventure== At Wikimania 2006 in Boston, Wikiversity was announced as the newest addition to the Wikimedia [[Wikimedia|family of projects]]. Several learning projects and content development groups here at Wikiversity plan to participate in Wikimania: *The [[School:Media Studies|School of Media Studies]] will build learning resources for and from the Wikimania experience through [[Topic:Internet Audio and Video|Internet Audio and Video]]. *... ==See also== *[http://wikimania2005.wikimedia.org/wiki/Main_Page Wikimania 2005] - Frankfurt, Germany • 4 August 4-8 *[http://wikimania2006.wikimedia.org/wiki/Main_Page Wikimania 2006] - Cambridge, Massachusetts USA • August 4–6 *[[Wikimania/2007]] - Taipei, Taiwan • August 3-5 *[[Wikimania/2008]] - Alexandria, Egypt • July 17–19 *[[Wikimania/2009]] - Buenos Aires, Argentina • August 25-29 *[[Wikimania/2010]] - Gdańsk, Poland • July 9-11, 2010 *[[Wikimania/2012]] - Washington, D.C. • July 12–15, 2012 [[Category:Events]] nc0aa8sgzhoct1p0zebdedkdse0wltk 2 56061 2720706 2654230 2025-07-04T08:59:48Z Jtneill 10242 /* Edit page */ 2720706 wikitext text/x-wiki {{TOCright}} ''A loose, personal (i.e., somewhat idiosynchratic) organisation of Wikiversity-related how-tos and links.'' ==To sort== {|style="background:transparent;" |valign=top| * [http://tools.wikimedia.de/~magnus/commonshelper.php commonshelper] * [[User:Jtneill/Wikification|Wikification]] * [[w:Help:Interwiki_linking#Project_titles_and_shortcuts|Interwiki linking]] * [[Wikiversity:Activity bars]] * [[Wikiversity:Percent complete]] |valign=top| * [[Wikiversity:Import|import]] * [[Wikiversity:Interactive whiteboard]] * [[Wikiversity:Maintenance]] * [[Wikiversity:Namespaces]] * [[Wikiversity:Naming conventions]] |valign=top| * [[Wikiversity:Participants]] * [[Wikiversity:Peer review]] * [[Wikiversity:Review board]] * [[Wikiversity:Searching]] * [[How to be a Wikimedia sysop]] |} ==Anchor== * [[Template:Anchor]], e.g., [[#test]] will go to <code><nowiki>{{anchor|test}}</nowiki></code> or <code><nowiki>{{anchor|anchor=test}}</nowiki></code> (should go to end of page) ==Archiving== * Example of autoarchiving: [[User talk:Terra]] ==Blogging== * [[Wikiversity Blog howto]] ==Boxes== [[User:Jtneill/Sandbox/Tables and boxes]] The simplest of boxes {| class="messagebox" |- | ABC XYZ |} <blockquote style="padding-left:1.0em; padding-right:1.0em; background-color:#eaf8f4;"> Its good that it works in practice, because it certainly doesn’t work in theory[https://blogs.ch.cam.ac.uk/pmr/2007/10/14/the-thing-about-wikipedia-is-that-it-only-works-in-practice-in-theory-it-can-never-work/] </blockquote> ==Categories== It is possible to change the order in which a page’s categories are displayed. By default, categories are displayed in the order they appear in the wikitext. Wikis with a consensus to do so can [[m:Special:MyLanguage/Requesting wiki configuration changes|request]] a configuration change to display them in alphabetical order. [https://phabricator.wikimedia.org/T373480] Using titleparts <nowiki>[[Category:{{#titleparts:{{PAGENAME}}|1}}]]</nowiki> ==[[/Centering/]]== {{User:Jtneill/Wikiversity/Centering}} ==Chat== * [[irc:wikiversity-en|#wikiversity-en]] ==Citations and referencing== * [[w:Help:Citation tools|Citation tools]] * [[:Category:Citation templates]] * [[mw:Help:Cite]] * [[Template:Citation]] * [[WV:REF]] * Example: Outward Bound Process Model<ref>Walsh, V., & Golins, G. L. (1976). ''[http://wilderdom.com/theory/OutwardBoundProcessModel.html The exploration of the Outward Bound process]''. Denver, CO: Colorado Outward Bound School.</ref> ;References {{reflist|1}} ==Collapse boxes== {{collapse top|Mary had a little lamb}} Mary had a little lamb, Little lamb, little lamb, Mary had a little lamb, Its fleece was white as snow And everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went The lamb was sure to go It followed her to school one day School one day, school one day It followed her to school one day Which was against the rules. It made the children laugh and play, Laugh and play, laugh and play, It made the children laugh and play To see a lamb at school And so the teacher turned it out, Turned it out, turned it out, And so the teacher turned it out, But still it lingered near And waited patiently about, Patiently about, patiently about, And waited patiently about Till Mary did appear "Why does the lamb love Mary so?" Love Mary so? Love Mary so? "Why does the lamb love Mary so?" The eager children cry "Why, Mary loves the lamb, you know." Loves the lamb, you know, loves the lamb, you know "Why, Mary loves the lamb, you know." The teacher did reply {{collapse bottom}} ==Colour== * [[Wikiversity web page colors|Color tables]] | [[Wikiversity:Color names|Color names]] * e.g., Font: {{font|color=green|Green}}, Background: <span style="background:hotpink; color:white;">Pink</span> ==Columns== ===Column breaks=== {| |- | Works on all browsers (col-begin/break/end): {{col-begin}} {{col-break}} * Col1 {{col-break}} * Col2 {{col-break}} * Col3 {{col-end}} Works on all browsers (col/break/colend): {{col}} {{break}} * Col1 {{break}} * Col2 {{break}} * Col3 {{col/end}} |} ===Moz-column=== Easier to use, but doesn't work on all browsers: <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> * Ant * Bee * Buzzard * Cat * Dog * Egret * Elephant * Tiger * Whale * Worm </div> ==Conversions== ===HTML=== * [[w:Wikipedia:Tools/Editing_tools#From_HTML]] * [http://www.ebruni.it/en/software/os/i_love_wiki/index.mpl i love wiki] * {{tick}} [http://diberri.dyndns.org/wikipedia/html2wiki/index.html HTML::WikiConverter] * {{tick}} [http://openfacts2.berlios.de/html2wiki/index.php HTML::WikiConverter]] Add URL ==CSS== * [[MediaWiki:Common.css]] ==Custodianship== * [[Wikiversity:Custodianship]] ** [[Wikiversity:Candidates for Custodianship]] ** [[Wikiversity:Notices for custodians]] ** [[Wikiversity:Request custodian action]] ** [[:Category:Wikiversity custodians]] ==Edit page== Create an internal link to the edit source page using: [[Special:EditPage/{{FULLPAGENAME}}|Edit source]] <nowiki> {{edit page}} </nowiki> gives: {{edit page}} <nowiki> {{edit page box}} </nowiki> gives: {{edit page box}} ==Extensions== * [[Special:Version#Extensions]] * [[/CategoryTree|CategoryTree]] * [http://www.sandboxserver.org/wiki/index.php?title=Testing_Mediawiki_extensions Sandbox server - testing extensions] * [[User:Jtneill/WYSIWIG|WYSIWIG]] ==Font== <p>{{font|face="courier"|size=medium|courier size 3}}</p> <p>{{font|face="verdana"|size=large|verdana size 4}}</p> <p>{{font|face="arial"|size=x-large|arial size 5}}</p> <p>{{font|face="times new roman"|size=xx-large|times new roman size 6}}</p> <p><b>{{font|face="verdana"|size=xx-large|verdana bold size 6}}</b></p> <p>{{font|face="lucida calligraphy"|size=xx-large|lucida calligraphy size 7}}</p> ==Formatting== ===Justification=== <div style="text-align: justify"> This text is right justified (but it doesn't look like unless the paragraph is long enough to go over one line on the page, so this is intentionally a particularly and unnecessarily long sentence in order to demonstrate right justification using <nowiki><div style="text-align: justify">...</div></nowiki>).</div> ==Line height== {{center top}}<p style="line-height: 36px;"> <big><big><big><big>This uses a<br>line height of 36px</big></big></big></big></p> <pre><p style="line-height: 36px;">...</p></pre> {{center bottom}} ===Mouse-over=== * [[Help:Mouse-over]] * [[Template:H:title]] ==Getting started== * [[Wikiversity:Guided tour|Guided tour]] * [[Wikiversity:Introduction|Introduction]] (Wikiversity) * [[/Introduction|Introduction]] (Jtneill) * [[/Welcome|Welcome]] (Jtneill) * [[Introduction to Wiki]] - [[Wiki 101]] * [[How to use wiki technology as a free learner]] * [[:Image:Short.ogg|Wikiversity - short intro]] (10 sec. video) * [[:Image:Editing_tutorial-large.ogg|Wikiversity editing tutorial]] (2 min video) * [[Wikiversity:Community Portal]] * [[Wikiversity:Content development]] * [[Help:Edit summary]] * [[Making links]] ==Good design== * [[User:Jtneill/Good design]] ==Icons== * [[Help:Icons]] * [[User:McCormack/icons]] ==Images== ===[[Template:Gallery|Gallery]]=== {{Gallery |title=Gallery of images |footer=Uses this [[Template:Gallery|template]] |width=150 |lines=2 ||Comment |File:Wikiversity-logo-Snorky.svg|[[Help:Contents/Links|Links]] can be put in captions. |File:Wikiversity-logo-Snorky.svg|Full [[MediaWiki]]<br />[[syntax]] may be used… |File:Wikiversity-logo-Snorky.svg| }} <!-- Fixed image in bottom right which is linked --> <div id="template-navbar" style="position: fixed; left:1; right:0; bottom:0; padding:0; font-size:122%;">[[Image:Happy.png|right|50px|link=en:Happiness|Happiness]]</div> ===ImageMap=== * [[mw:Extension:ImageMap|Extension ImageMap]] e.g., {{center top}} <imagemap>File:Treasurchest.svg|center|80px default [[Special:Random/|Random Wikiversity mainspace page]] desc none</imagemap>Click the treasure box to go to a random [[Wikiversity]] page{{center bottom}} ;Explanation The ImageMap extension allows, among other things, an image to link directly to a page e.g., as an internal link: <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [[Motivation and emotion/Book/2015|Motivation and emotion Book - 2015]] </imagemap> The syntax is: <pre style="overflow:auto"> <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [[Motivation and emotion/Book/2015|Motivation and emotion Book - 2015]] </imagemap> </pre> or as an external link: <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [https://www.psychologytoday.com/basics/motivation Motivation (Psychology Today)] </imagemap> The syntax is: <pre style="overflow:auto"> <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [https://www.psychologytoday.com/basics/motivation Motivation (Psychology Today)] </imagemap> </pre> ==Integrations== I'm interested to explore possible connections between WV and: * [http://archive.org Archive.org] * [[w:Citizendium|Citizendium]] * [[w:Google Groups]] * [[Moodle]] * [[Open University]] * [http://openlearn.open.ac.uk/course/view.php?name=Cohere Cohere] * [[WikiMedia Sister Projects]], particularly: ** [[Wikibooks]] ** [[Wikipedia]] ** [[Simple Wikipedia]] ==Licensing== * My teaching materials are licensed under [[Wikiversity:License tags#Free licenses|creative commons attribution 2.5]] and hosted either on http://wilderdom.com or http://ucspace.canberra.edu.au. I am thinking I should be dual licensing, but am still coming to grips with trying to understand the licensing similarities, differences, and issues. * I plan to gradually transfer most of my teaching materials to the various [[w:WikiMedia Foundation|WikiMedia Foundation]] wiki projects, particularly wikiversity. [[m:Polls|Let's just hope Jimbo doesn't put adds on these sites]], otherwise I will be transferring the materials somewhere else (again). * [http://beta.wikiversity.org/wiki/Wikiversity:IRC_meeting:New_licence_for_Wikiversity_Beta New_licence_for_Wikiversity_Beta] * {{tl|db-copyvio}} * {{tl|hangon}} * [[:Category:Astronomy Images]] ==Links== * Plain links: e.g., <span class="plainlinks">[http://archive.org http://archive.org]</span>: <br><nowiki><span class="plainlinks"> ... </span></nowiki> * [[mw:Manual:Opening external links in a new window]] ==Long page warning== * [[MediaWiki:Longpagewarning]] ==[[Main page]]== * [[:Category:Main page templates]] * [[Main Page/Layout 0.5]] * <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Wikiversity:Main_Page&oldid=209253 Main page]</span> (old) ==Map== <mapframe latitude="-28.420391" longitude="136.757813" zoom="2" width="200" height="109" align="right">{ "type": "FeatureCollection", "features": [ { "type": "Feature", "properties": {}, "geometry": { "type": "Point", "coordinates": [ 149.12419, -35.308275 ] } } ] }</mapframe> ==Namespaces== * [[Special:NamespaceInfo]] ==Navigation== {{nav|User:Jtneill}} * [[Template:nav]] ==Notes== e.g., {{attention}} <small>For calendar due dates, see unit outline.</small> ==Notifications== * [[Help:Notifications]] ==[[Project:Participants|Participants]]== ===Custodians=== {{user|Adambro}}<br> {{user|CQ}}<br> {{user|Cormaggio}}<br> {{user|Draicone}}<br> {{user|Erkan Yilmaz}}<br> {{user|Gbaor}}<br> {{user|Leighblackall}}<br> {{user|McCormack}}<br> {{user|Mike.lifeguard}}<br> {{user|Mu301}}<br> {{user|SB_Johnny}} ===Users=== *{{Participant|CQ}} - see Person of the Hour script *{{Participant|Donek}} *{{Participant|Dan Polansky}} ==Pedagogy== * [[Learning by doing]] * [[Wikiversity:Project incubator]] ==Policy== * [[w:Wikipedia:Contributing_FAQ#Is_there_a_minimum_age_requirement_to_contribute_or_register.3F|Is there a minimum age requirement?]] {{Official policies}} {{Proposed policies}} ==Project boxes== * [[Help:Resource attribution]] ==Purge== To purge the cache for a given page, append this to the URL: ?action=purge [[mw:Manual:Purge]] ==Quotes== * [[Template:Quote]] * ==[[Quizzes]]== * [[Help:Quiz-Simple]] * [http://www.qedoc.org/en/index.php?title=User:Jtneill My Qedoc user page] ** [http://eduforge.org/forum/forum.php?forum_id=1138 Qedoc now exports quizzes to Wikiversity] ==Referencing== * [[meta:WMDE Technical Wishes/Sub-referencing]] ==Sandbox== * http://www.sandboxserver.org/ * [[Wikiversity:Sandbox Server]] * [[Topic:Sandbox Server 0.5]] * [http://scratchpad.wikia.com/wiki/Scratchpad_Wiki_Labs Scratchpad] * [[../Sandbox]] ==Searching== * [[Help:Google]] * [[Wikiversity:Colloquium/archives/April 2008#Google search|Google search]] - <nowiki>[[google:wikiversity]]</nowiki> [[google:wikiversity]] * Use a + instead of a space ==Search multiple categories== ;Dual category search including one category with subcategories Search for chapters which [[Template:Clarification templates|need clarification]]: <inputbox> type=search width=33 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==Sitenotice== * [[MediaWiki:Sitenotice]] * [[MediaWiki:Sitenotice id]] ==Size== ===Big/small=== * Use <code><nowiki><big>...</big> - could be also <big><big>...</big></big> etc. and also <small>...</small></nowiki></code> ===CSS=== <div style="font-size: 200%">200% text</div><code><nowiki><div style="font-size: 200%">200% text</div></nowiki></code> <div style="font-size: 150%">150% text</div><code><nowiki><div style="font-size: 150%">150% text</div></nowiki></code> ==Special== * [[Special:SpecialPages]] * [[Special:Allpages]] * [[Special:ListGroupRights]] * [[Random]] - [[Special:Random]] - [[Wikiversity:Random]] * [[Special:Version#Installed extensions]] ==Strategy== * [[Wikiversity:Publicity]] * [[Wikiversity:Vision]] * [[Wikiversity:Vision 2009]] ==Statistics== * [[Wikiversity:Statistics]] * [[Google Search and Wikiversity]] * [http://wikistics.falsikon.de/latest/wikiversity/en/ Monthly page hits for wikiversity.en] * [http://gtools.org/tool/wikipedia-edit-counter/?str=jtneill&project=en.wikiversity Jtneill edit count] ==Sub-pages== * [[Special:Prefixindex/User:Jtneill]] * Transclude: ** <code><nowiki>{{Special:Prefixindex/User:Jtneill}}</nowiki></code> ** <code><nowiki>{{Special:Prefixindex/{{NAMESPACE}}:{{PAGENAME}}}}</nowiki></code> ==Stubs== * [[:Category:Stub templates]] ==Structure== * [[Wikiversity:Browse/Concept]] ==Symbols== 🟨🟡⭐💛🟥⭕️❌🟦🔵🟩🟢✅ * [[User:VeronicaJeanAnderson]] ==System messages== * [[Special:AllMessages]] * [[#Site notice|Site notice]] ==Style== * [[MoS]] * [[MediaWiki:Common.css]] ==Tables== * [[Help:Table]] * [[User:Jtneill/Sandbox/Tables and boxes]] ==Templates== ===Page development=== * {{tl|welcome and expand}} - {{tl|we}} * {{tl|main welcome}} * {{tl|search}} * {{tl|draft}} * {{tl|underconstruction}} * {{tl|Learning project boilerplate}} * {{tl|info}} * {{tl|note}} * {{tl|notice}} * {{tl|Nutshell}} * <nowiki>{{notice|{{findsources}}}}</nowiki> ===Page navigation=== * [[Template:EasyNavBar]] * [[Template:Recovery psychology]] (example) * [[Workshop for Australian education policy]] (example) ===Sister projects=== * [[Template:Sisterprojectsearch]] * [[Template:Wikibooks]] * [[Template:Wikipedia]] * [[Template:Wikiversity]] ===User talk=== * {{tl|Welcomeip}} * {{tl|Welcome}} * {{tl|Talk header}} * [[:Category:User warning templates]] ===Administrative=== * [[Template:Category redirect]] * [[Template:Warning]] ==Theory== * [[Learning by engagement]] * [[User:JWSchmidt/Wiki Scholar]] ==Thoughts== * [[Red link]]s are doorways to the infinite library ([[w:The Library of Babel|Library of Babel]]) ==Tooltips== {{Tooltip|Tooltips allow additional text to be displayed when cursor hovers over|Pretty cool, eh?}} ==User== * [[w:Special:GlobalRenameRequest]] ==Usability== * [[Wikiversity:Usability]] * http://usability.wikimedia.org - [http://usability.wikimedia.org/wiki/User:Jtneill Jtneill] ==Video== * .ogg files can be uploaded and embedded * See [[/Video]] for examples ==wikEd== * [[w:User_talk:Cacycle/wikEd]] ==Wiki2Reveal== * [[Wiki2Reveal]] (slides on the fly from MediaWiki page) ==x Test anchor== <!-- Test anchor - don't delete! --> {{anchor|test}} ==See also== * [[User:Jade Knight/Tools]] 7r06m6nqutiuxmxpdp6myl4oxhpgkb5 0 85869 2720600 2716512 2025-07-03T15:12:44Z 85.255.234.110 Use vector version with realistic aircraft 2720600 wikitext text/x-wiki {{citations|date=February 2009}} {{Cleanup|date=December 2006}} [[Image:Flight dynamics with text.svg|right|325px]] [[Image:Aileron pitch.gif|thumb|right|200px|[[Pitching|Pitch]]]] [[Image:Aileron yaw.gif|thumb|right|200px|[[Yaw]]]] [[Image:Aileron roll.gif|thumb|right|200px|[[Roll]]]] '''Flight dynamics''' is the science of [[aircraft|air]] and [[spacecraft|space]] vehicle orientation and control in three dimensions. The three critical flight dynamics parameters are the angles of rotation in three [[dimensions]] about the vehicle's [[center of mass]], known as ''pitch'', ''roll'' and ''yaw'' (quite different from their use as [[Tait-Bryan angles]]). [[Aerospace engineer]]s develop [[control system]]s for a vehicle's orientation ([[Aircraft attitude|attitude]]) about its center of mass. The control systems include actuators, which exert forces in various directions, and generate rotational forces or [[moment (physics)|moment]]s about the [[aerodynamic center]] of the aircraft, and thus rotate the aircraft in pitch, roll, or yaw. For example, a [[pitching moment]] is a vertical force applied at a distance forward or aft from the aerodynamic center of the aircraft, causing the aircraft to pitch up or down. Roll, pitch and yaw refer to rotations about the respective axes starting from a defined equilibrium state. The equilibrium roll angle is known as wings level or zero bank angle, equivalent to a level [[Heeling (sailing)|heeling]] angle on a ship. Yaw is known as 'heading'. The equilibrium pitch angle in submarine and airship parlance is known as 'trim', but in aircraft, this usually refers to [[angle of attack]], rather than orientation. However, common usage ignores this distinction between equilibrium and dynamic cases. The most common aeronautical convention defines the roll as acting about the longitudinal axis, positive with the starboard(right) wing down. The yaw is about the vertical body axis, positive with the nose to starboard. Pitch is about an axis perpendicular to the longitudinal plane of symmetry, positive nose up. A [[fixed-wing aircraft]] increases or decreases the lift generated by the wings when it pitches nose up or down by increasing or decreasing the [[angle of attack]] (AOA). The roll angle is also known as bank angle on a fixed wing aircraft, which usually "banks" to change the horizontal direction of flight. An aircraft is usually streamlined from nose to tail to reduce [[Drag (physics)|drag]] making it typically advantageous to keep the sideslip angle near zero, though there are instances when an aircraft may be deliberately "sideslipped" for example a [[Slip (aerodynamic)|slip]] in a fixed wing aircraft. == Coordinate systems == The position (and hence motion) of an aircraft is generally defined relative to one of 3 sets of co-ordinate systems: *Wind Axes ** X Axis - Positive in the direction of the oncoming air (relative wind) ** Y Axis - Positive to Right of X Axis, [[perpendicular]] to X Axis ** Z Axis - Positive downwards, perpendicular to [[X-Y plane]] *Inertial Axes (or Body Axes) - based about aircraft CG ** X Axis - Positive forward, through nose of aircraft ** Y Axis - Positive to Right of X Axis, [[perpendicular]] to X Axis ** Z Axis - Positive downwards, perpendicular to [[X-Y plane]] *Earth Axes ** X Axis - Positive in the direction of North ** Y Axis - Positive in the direction of East (perpendicular to X Axis) ** Z Axis - Positive towards the centre of Earth (perpendicular to X-Y Plane) For flight dynamics applications the Earth Axes are generally of minimal use, and hence will be ignored. The motions relevant to dynamic stability are usually too short in duration for the motion of the Earth itself to be considered relevant for aircraft. In flight dynamics, pitch, roll and yaw angles measure both the absolute attitude angles (relative to the horizon/North) and ''changes'' in attitude angles, relative to the equilibrium orientation of the [[vehicle]]. These are defined as: *Pitch - Angle of X Body Axis (nose) relative to horizon. Also a positive (nose up) rotation about Y Body Axis *Roll - Angle of Y Body Axis (wing) relative to horizon. Also a positive (right wing down) rotation about X Body Axis *Yaw - Angle of X Body Axis (nose) relative to North. Also a positive (nose right) rotation about Z Body axis In analysing the dynamics, we are concerned both with rotation and translation of this axis set with respect to a fixed inertial frame. For all practical purposes a local Earth axis set is used, this has X and Y axis in the local horizontal plane, usually with the x-axis coinciding with the projection of the velocity vector at the start of the motion, on to this plane. The z axis is vertical, pointing generally towards the Earth's centre, completing an orthogonal set. In general, the body axes are not aligned with the Earth axes. The body orientation may be defined by three [[Euler angles]], the [[Tait-Bryan rotations]], a [[quaternion]], or a direction cosine matrix ([[rotation matrix]]). A rotation matrix is particularly convenient for converting velocity, force, [[angular velocity]], and [[torque]] vectors between body and Earth coordinate frames. Body axes tend to be used with missile and rocket configurations. Aircraft stability uses wind axes in which the x-axis points along the velocity vector. For straight and level flight this is found from body axes by rotating nose down through the [[angle of attack]]. Stability deals with small perturbations in angular displacements about the orientation at the start of the motion. This consists of two components; rotation about each axis, and angular displacements due change in orientation of each axis. The latter term is of second order for the purpose of stability analysis, and is ignored. ===Design cases=== In analysing the stability of an aircraft, it is usual to consider perturbations about a nominal equilibrium position. So the analysis would be applied, for example, assuming: ::Steady level flight ::Turn at constant speed ::Approach and landing ::Take off The speed, height and trim angle of attack are different for each flight condition, in addition, the aircraft will be configured differently, e.g. at low speed [[Flap (aircraft)|flaps]] may be deployed and the [[undercarriage]] may be down. Except for asymmetric designs (or symmetric designs at significant sideslip), the longitudinal equations of motion (involving pitch and lift forces) may be treated independently of the lateral motion (involving roll and yaw). The following considers perturbations about a nominal straight and level flight path. To keep the analysis (relatively) simple, the control surfaces are assumed fixed throughout the motion, this is stick-fixed stability. Stick-free analysis requires the further complication of taking the motion of the control surfaces into account. Furthermore, the flight is assumed to take place in still air, and the aircraft is treated as a [[rigid body]]. ===Spacecraft=== Unless designed to conduct part of the mission within a planetary [[atmosphere]], a [[spacecraft]] would generally have no discernible front or side, and no bottom unless designed to land on a surface, so reference to a 'nose' or 'wing' or even 'down' is arbitrary. On a manned spacecraft, the axes must be oriented relative to the pilot's physical orientation at the flight control station. Unmanned spacecraft may need to maintain orientation of [[solar cell]]s toward the Sun, antennas toward the Earth, or cameras toward a target, so the axes will typically be chosen relative to these functions. ==Longitudinal modes== It is common practice to derive a fourth order [[characteristic equation]] to describe the longitudinal motion, and then factorise it approximately into a high frequency mode and a low frequency mode. This requires a level of algebraic manipulation which most readers will doubtless find tedious, and adds little to the understanding of aircraft dynamics. The approach adopted here is to use our qualitative knowledge of aircraft behaviour to simplify the equations from the outset, reaching the same result by a more accessible route. The two longitudinal motions (modes) are called the [[short period]] pitch oscillation (SSPO), and the [[phugoid]]. ===Short-period pitch oscillation=== A short input (in [[control systems]] terminology an [[impulse]]) in pitch (generally via the elevator in a standard configuration fixed wing aircraft) will generally lead to overshoots about the trimmed condition. The transition is characterised by a damped [[simple harmonic motion]] about the new trim. There is very little change in the trajectory over the time it takes for the oscillation to damp out. Generally this oscillation is high frequency (hence short period) and is damped over a period of a few seconds. A real-world example would involve a pilot selecting a new climb attitude, for example 5º nose up from the original attitude. A short, sharp pull back on the control column may be used, and will generally lead to oscillations about the new trim condition. If the oscillations are poorly damped the aircraft will take a long period of time to settle at the new condition, potentially leading to [[Pilot-induced oscillation]]. If the short period mode is unstable it will generally be impossible for the pilot to safely control the aircraft for any period of time. This [[Damping|damped]] [[Simple harmonic motion|harmonic motion]] is called the [[short period]] pitch oscillation, it arises from the tendency of a stable aircraft to point in the general direction of flight. It is very similar in nature to the [[weathercock]] mode of missile or rocket configurations. The motion involves mainly the pitch attitude <math>\theta</math> (theta) and incidence <math>\alpha</math> (alpha). The direction of the velocity vector, relative to inertial axes is <math>\theta-\alpha</math>. The velocity vector is: [[Image:Longitudinal.svg]] ::<math>u_f=U\cos(\theta-\alpha)</math> ::<math>w_f=U\sin(\theta-\alpha)</math> where <math>u_f</math>,<math> w_f</math> are the inertial axes components of velocity. According to [[Newton's Second Law]], the [[acceleration]]s are proportional to the [[force]]s, so the forces in inertial axes are: ::<math>X_f=m\frac{du_f}{dt}=m\frac{dU}{dt}\cos(\theta-\alpha)-mU\frac{d(\theta-\alpha)}{dt}\sin(\theta-\alpha)</math> ::<math>Z_f=m\frac{dw_f}{dt}=m\frac{dU}{dt}\sin(\theta-\alpha)+mU\frac{d(\theta-\alpha)}{dt}\cos(\theta-\alpha)</math> where m is the [[mass]]. By the nature of the motion, the speed variation <math>m\frac{dU}{dt}</math> is negligible over the period of the oscillation, so: ::<math>X_f= -mU\frac{d(\theta-\alpha)}{dt}\sin(\theta-\alpha)</math> ::<math>Z_f=mU\frac{d(\theta-\alpha)}{dt}\cos(\theta-\alpha)</math> But the forces are generated by the [[pressure]] distribution on the body, and are referred to the velocity vector. But the velocity (wind) axes set is not an [[inertial]] frame so we must resolve the fixed axes forces into wind axes. Also, we are only concerned with the force along the z-axis: ::<math>Z=-Z_f\cos(\theta-\alpha)+X_f\sin(\theta-\alpha)</math> Or: ::<math>Z=-mU\frac{d(\theta-\alpha)}{dt}</math> In words, the wind axes force is equal to the [[centripetal]] acceleration. The moment equation is the time derivative of the [[angular momentum]]: ::<math>M=B\frac{d^2 \theta}{dt^2}</math> where M is the pitching moment, and B is the [[moment of inertia]] about the pitch axis. Let: <math>\frac{d\theta}{dt}=q</math>, the pitch rate. The equations of motion, with all forces and moments referred to wind axes are, therefore: ::<math>\frac{d\alpha}{dt}=q+\frac{Z}{mU}</math> ::<math>\frac{dq}{dt}=\frac{M}{B}</math> We are only concerned with perturbations in forces and moments, due to perturbations in the states <math>\alpha</math> and q, and their time derivatives. These are characterised by [[stability derivatives]] determined from the flight condition. The possible stability derivatives are: :::<math>Z_\alpha</math> Lift due to incidence, this is negative because the z-axis is downwards whilst positive incidence causes an upwards force. :::<math>Z_q</math> Lift due to pitch rate, arises from the increase in tail incidence, hence is also negative, but small compared with <math>Z_\alpha</math>. :::<math>M_\alpha</math> [[Pitching moment]] due to incidence - the static stability term. [[Longitudinal static stability|Static stability]] requires this to be negative. :::<math>M_q</math> Pitching moment due to pitch rate - the pitch damping term, this is always negative. Since the tail is operating in the flowfield of the wing, changes in the wing incidence cause changes in the downwash, but there is a delay for the change in wing flowfield to affect the tail lift, this is represented as a moment proportional to the rate of change of incidence: :::<math>M_\dot\alpha</math> Increasing the wing incidence without increasing the tail incidence produces a nose up moment, so <math>M_\dot\alpha</math> is expected to be positive. The equations of motion, with small perturbation forces and moments become: ::<math>\frac{d\alpha}{dt}=\left(1+\frac{Z_q}{mU}\right)q+\frac{Z_\alpha}{mU}\alpha</math> ::<math>\frac{dq}{dt}=\frac{M_q}{B}q+\frac{M_\alpha}{B}\alpha+\frac{M_\dot\alpha}{B}\dot\alpha</math> These may be manipulated to yield as second order linear [[differential equation]] in <math>\alpha</math>: ::<math>\frac{d^2\alpha}{dt^2}-\left(\frac{Z_\alpha}{mU}+\frac{M_q}{B}+(1+\frac{Z_q}{mU})\frac{M_\dot\alpha}{B}\right)\frac{d\alpha}{dt}+\left(\frac{Z_\alpha}{mU}\frac{M_q}{B}-\frac{M_\alpha}{B}(1+\frac{Z_q}{mU})\right)\alpha=0 </math> This represents a [[Damping|damped]] [[simple harmonic motion]]. We should expect <math>\frac{Z_q}{mU}</math> to be small compared with unity, so the coefficient of <math>\alpha</math> (the 'stiffness' term) will be positive, provided <math>M_\alpha<\frac{Z_\alpha}{mU}M_q</math>. This expression is dominated by <math>M_\alpha</math>, which defines the [[longitudinal static stability]] of the aircraft, it must be negative for stability. The damping term is reduced by the downwash effect, and it is difficult to design an aircraft with both rapid natural response and heavy damping. Usually, the response is underdamped but stable. ===Phugoid=== {{main|Phugoid}} If the stick is held fixed, the aircraft will not maintain straight and level flight, but will start to dive, level out and climb again. It will repeat this cycle until the pilot intervenes. This long period oscillation in speed and height is called the [[phugoid]] mode. This is analysed by assuming that the [[short period|SSPO]] performs its proper function and maintains the angle of attack near its nominal value. The two states which are mainly affected are the climb angle <math>\gamma</math> (gamma) and speed. The small perturbation equations of motion are: ::<math>mU\frac{d\gamma}{dt}=-Z</math> which means the centripetal force is equal to the perturbation in lift force. For the speed, resolving along the trajectory: ::<math>m\frac{du}{dt}=X-mg\gamma</math> where g is the [[standard gravity|acceleration due to gravity at the earths surface]]. The acceleration along the trajectory is equal to the net x-wise force minus the component of weight. We should not expect significant aerodynamic derivatives to depend on the climb angle, so only <math>X_u</math> and <math>Z_u</math> need be considered. <math>X_u</math> is the drag increment with increased speed, it is negative, likewise <math>Z_u</math> is the lift increment due to speed increment, it is also negative because lift acts in the opposite sense to the z-axis. The equations of motion become: ::<math> mU\frac{d\gamma}{dt}=-Z_u u</math> ::<math> m\frac{du}{dt}=X_u u -mg\gamma</math> These may be expressed as a second order equation in climb angle or speed perturbation: ::<math>\frac{d^2u}{dt^2}-\frac{X_u}{m}\frac{du}{dt}-\frac{Z_ug}{mU}u=0</math> Now lift is very nearly equal to weight: ::<math>Z=\frac{1}{2}\rho U^2 c_L S_w=W</math> where <math>\rho</math> is the air density, <math>S_w</math> is the wing area, W the weight and <math>c_L</math> is the lift coefficient (assumed constant because the incidence is constant), we have, approximately: ::<math>Z_u=\frac{2W}{U}=\frac{2mg}{U}</math> The period of the phugoid, T, is obtained from the coefficient of u: ::<math>\frac{2\pi}{T}=\sqrt{\frac{2g^2}{U^2}}</math> Or: ::<math>T=\frac{2\pi U}{\sqrt{2}g}</math> Since the lift is very much greater than the drag, the phugoid is at best lightly damped. A [[propeller]] with fixed speed would help. Heavy damping of the pitch rotation or a large [[rotational inertia]] increase the coupling between short period and phugoid modes, so that these will modify the phugoid. ==Lateral modes== With a symmetrical rocket or missile, the [[directional stability]] in yaw is the same as the pitch stability; it resembles the short period pitch oscillation, with yaw plane equivalents to the pitch plane stability derivatives. For this reason pitch and yaw directional stability are collectively known as the 'weathercock' stability of the missile. Aircraft lack the symmetry between pitch and yaw, so that directional stability in yaw is derived from a different set of stability derivatives, The yaw plane equivalent to the short period pitch oscillation, which describes yaw plane directional stability is called Dutch roll. Unlike pitch plane motions, the lateral modes involve both roll and yaw motion. ===Dutch roll=== {{main|Dutch roll}} It is customary to derive the equations of motion by formal manipulation in what, to the engineer, amounts to a piece of mathematical sleight of hand. The current approach follows the pitch plane analysis in formulating the equations in terms of concepts which are reasonably familiar. Applying an impulse via the rudder pedals should induce [[Dutch roll]], which is the oscillation in roll and yaw, with the roll motion lagging yaw by a quarter cycle, so that the wing tips follow elliptical paths with respect to the aircraft. The yaw plane translational equation, as in the pitch plane, equates the centripetal acceleration to the side force. ::<math>\frac{d\beta}{dt}=\frac{Y}{mU}-r</math> where <math>\beta</math> (beta) is the [[sideslip angle]], Y the side force and r the yaw rate. The moment equations are a bit trickier. The trim condition is with the aircraft at an angle of attack with respect to the airflow, The body x-axis does not align with the velocity vector, which is the reference direction for wind axes. In other words, wind axes are not [[principal axes]] (the mass is not distributed symmetrically about the yaw and roll axes). Consider the motion of an element of mass in position -z,x in the direction of the y-axis, i.e. into the plane of the paper. If the roll rate is p, the velocity of the particle is: :::<math>v=-pz+xr</math> Made up of two terms, the force on this particle is first the proportional to rate of v change, the second is due to the change in direction of this component of velocity as the body moves. The latter terms gives rise to cross products of small quantities (pq,pr,qr), which are later discarded. In this analysis, they are discarded from the outset for the sake of clarity. In effect, we assume that the direction of the velocity of the particle due to the simultaneous roll and yaw rates does not change significantly throughout the motion. With this simplifying assumption, the acceleration of the particle becomes: :::<math>\frac{dv}{dt}=-\frac{dp}{dt}z+\frac{dr}{dt}x</math> The yawing moment is given by: :::<math>\delta m x \frac{dv}{dt}=-\frac{dp}{dt}xz\delta m + \frac{dr}{dt}x^2\delta m </math> There is an additional yawing moment due to the offset of the particle in the y direction:<math>\frac{dr}{dt}y^2\delta m</math> The yawing moment is found by summing over all particles of the body: :::<math>N=-\frac{dp}{dt}\int xz dm +\frac{dr}{dt}\int x^2 + y^2 dm =-E\frac{dp}{dt}+C\frac{dr}{dt}</math> where N is the yawing moment, E is a product of inertia, and C is the moment of inertia about the [[yaw axis]]. A similar reasoning yields the roll equation: :::<math>L=A\frac{dp}{dt}-E\frac{dr}{dt}</math> where L is the rolling moment and A the roll moment of inertia. ===Lateral and longitudinal stability derivatives=== The states are <math>\beta</math> (sideslip),r (yaw rate) and p (roll rate), with moments N (yaw) and L (roll), and force Y (sideways). There are nine stability derivatives relevant to this motion, the following explains how they originate. However a better intuitive understanding is to be gained by simply playing with a model aeroplane, and considering how the forces on each component are affected by changes in sideslip and angular velocity: :::<math>Y_\beta</math> Side force due to side slip (in absence of yaw). Sideslip generates a sideforce from the fin and the fuselage. In addition, if the wing has dihedral, side slip at a positive roll angle increases incidence on the starboard wing and reduces it on the port side, resulting in a net force component directly opposite to the sideslip direction. Sweep back of the wings has the same effect on incidence, but since the wings are not inclined in the vertical plane, backsweep alone does not affect <math>Y_\beta</math>. However, anhedral may be used with high backsweep angles in high performance aircraft to offset the wing incidence effects of sideslip. Oddly enough this does not reverse the sign of the wing configuration's contribution to <math>Y_\beta</math> (compared to the dihedral case). :::<math>Y_p</math> Side force due to roll rate. Roll rate causes incidence at the fin, which generates a corresponding side force. Also, positive roll (starboard wing down) increases the lift on the starboard wing and reduces it on the port. If the wing has dihedral, this will result in a side force momentarily opposing the resultant sideslip tendency. Anhedral wing and or stabiliser configurations can cause the sign of the side force to invert if the fin effect is swamped. :::<math>Y_r</math> Side force due to yaw rate. Yawing generates side forces due to incidence at the rudder, fin and fuselage. :::<math>N_\beta</math> Yawing moment due to sideslip forces. Sideslip in the absence of rudder input causes incidence on the fuselage and [[empennage]], thus creating a yawing moment counteracted only by the directional stiffness which would tend to point the aircraft's nose back into the wind in horizontal flight conditions. Under sideslip conditions at a given roll angle <math>N_\beta</math> will tend to point the nose into the sideslip direction even without rudder input, causing a downward spiralling flight. :::<math>N_p</math> Yawing moment due to roll rate. Roll rate generates fin lift causing a yawing moment and also differentially alters the lift on the wings, thus affecting the induced drag contribution of each wing, causing a (small) yawing moment contribution. Positive roll generally causes positive <math>N_p</math> values unless the [[empennage]] is anhedral or fin is below the roll axis. Lateral force components resulting from dihedral or anhedral wing lift differences has little effect on <math>N_p</math> because the wing axis is normally closely aligned with the centre of gravity. :::<math>N_r</math> Yawing moment due to yaw rate. Yaw rate input at any roll angle generates rudder, fin and fuselage force vectors which dominate the resultant yawing moment. Yawing also increases the speed of the outboard wing whilst slowing down the inboard wing, with corresponding changes in drag causing a (small) opposing yaw moment. <math>N_r</math> opposes the inherent directional stiffness which tends to point the aircraft's nose back into the wind and always matches the sign of the yaw rate input. :::<math>L_\beta</math> Rolling moment due to sideslip. A positive sideslip angle generates empennage incidence which can cause positive or negative roll moment depending on its configuration. For any non-zero sideslip angle dihedral wings causes a rolling moment which tends to return the aircraft to the horizontal, as does back swept wings. With highly swept wings the resultant rolling moment may be excessive for all stability requirements and anhedral could be used to offset the effect of wing sweep induced rolling moment. :::<math>L_r</math> Rolling moment due to yaw rate. Yaw increases the speed of the outboard wing whilst reducing speed of the inboard one, causing a rolling moment to the inboard side. The contribution of the fin normally supports this inward rolling effect unless offset by anhedral stabiliser above the roll axis (or dihedral below the roll axis). :::<math>L_p</math> Rolling moment due to roll rate. Roll creates counter rotational forces on both starboard and port wings whilst also generating such forces at the empennage. These opposing rolling moment effects have to be overcome by the aileron input in order to sustain the roll rate. If the roll is stopped at a non-zero roll angle the <math>L_\beta</math> ''upward'' rolling moment induced by the ensueing sideslip should return the aircraft to the horizontal unless exceeded in turn by the ''downward'' <math>L_r</math> rolling moment resulting from sideslip induced yaw rate. Longitudinal stability could be ensured or improved by minimizing the latter effect. ===Equations of motion=== Since [[Dutch roll]] is a handling mode, analogous to the short period pitch oscillation, we shall ignore any effect it might have on the trajectory. The body rate r is made up of the rate of change of sideslip angle and the rate of turn. Taking the latter as zero, because we assume no effect on the trajectory, we have, for the limited purpose of studying the Dutch roll: :::<math>\frac{d\beta}{dt}= -r</math> The yaw and roll equations, with the stability derivatives become: ::<math>C\frac{dr}{dt}-E\frac{dp}{dt}=N_\beta \beta - N_r \frac{d\beta}{dt} + N_p p</math> (yaw) ::<math>A\frac{dp}{dt}-E\frac{dr}{dt}=L_\beta \beta - L_r \frac{d\beta}{dt} + L_p p</math> (roll) The inertial moment due to the roll acceleration is considered small compared with the aerodynamic terms, so the equations become: ::<math>-C\frac{d^2\beta}{dt^2} = N_\beta \beta - N_r \frac{d\beta}{dt} + N_p p</math> ::<math>E\frac{d^2\beta}{dt^2} = L_\beta \beta - L_r \frac{d\beta}{dt} + L_p p</math> This becomes a second order equation governing either roll rate or sideslip: ::<math>\left(\frac{N_p}{C}\frac{E}{A}-\frac{L_p}{A}\right)\frac{d^2\beta}{dt^2}+ \left(\frac{L_p}{A}\frac{N_r}{C}-\frac{N_p}{C}\frac{L_r}{A}\right)\frac{d\beta}{dt}- \left(\frac{L_p}{A}\frac{N_\beta}{C}-\frac{L_\beta}{A}\frac{N_p}{C}\right)\beta = 0</math> The equation for roll rate is identical. But the roll angle, <math>\phi</math> (phi)is given by: :::<math>\frac{d\phi}{dt}=p</math> If p is a damped simple harmonic motion, so is <math>\phi</math>, but the roll must be in [[Quadrature phase|quadrature]] with the roll rate, and hence also with the sideslip. The motion consists of oscillations in roll and yaw, with the roll motion lagging 90 degrees behind the yaw. The wing tips trace out elliptical paths. Stability requires the '[[stiffness]]' and 'damping' terms to be positive. These are: :::<math>\frac{\frac{L_p}{A}\frac{N_r}{C}-\frac{N_p}{C}\frac{L_r}{A}} {\frac{N_p}{C}\frac{E}{A}-\frac{L_p}{A}}</math> (damping) :::<math>\frac{\frac{L_\beta}{A}\frac{N_p}{C}-\frac{L_p}{A}\frac{N_\beta}{C}} {\frac{N_p}{C}\frac{E}{A}-\frac{L_p}{A}}</math> (stiffness) The denominator is dominated by <math>L_p</math>, the roll damping derivative, which is always negative, so the denominators of these two expressions will be positive. Considering the 'stiffness' term: <math>-L_p N_\beta</math> will be positive because <math>L_p</math> is always negative and <math>N_\beta</math> is positive by design. <math>L_\beta</math> is usually negative, whilst <math>N_p</math> is positive. Excessive dihedral can de-stabilise the Dutch roll, so configurations with highly swept wings require anhedral to offset the wing sweep contribution to <math>L_\beta</math>. The damping term is dominated by the product of the roll damping and the yaw damping derivatives, these are both negative, so their product is positive. The Dutch roll should therefore be damped. The motion is accompanied by slight lateral motion of the centre of gravity and a more 'exact' analysis will introduce terms in <math>Y_\beta</math> etc. In view of the accuracy with which stability derivatives can be calculated, this is an unnecessary pedantry, which serves to obscure the relationship between aircraft geometry and handling, which is the fundamental objective of this article. ===Roll subsidence=== Jerking the stick sideways and returning it to centre causes a net change in roll orientation. The roll motion is characterized by an absence of natural stability, there are no stability derivatives which generate moments in response to the inertial roll angle. A roll disturbance induces a roll rate which is only cancelled by pilot or autopilot intervention. This takes place with insignificant changes in sideslip or yaw rate, so the equation of motion reduces to: ::<math>A\frac{dp}{dt}=L_p p.</math> <math>L_p</math> is negative, so the roll rate will decay with time. The roll rate reduces to zero, but there is no direct control over the roll angle. ===Spiral mode=== Simply holding the stick still, when starting with the wings near level, an aircraft will usually have a tendency to gradually veer off to one side of the straight flightpath. This is the (slightly unstable) '''spiral mode'''. The opposite holds for a stable spiral mode. The spiral mode is so-named because when it is slightly unstable, and the controls are not moved, the aircraft will tend to increase its bank angle slowly at first, then ever faster. The resulting path through the air is a continuously tightening and ever more rapidly descending ''spiral''. An unstable spiral mode is common to most aircraft. It is not dangerous because the times to double the bank angle are large compared to the the pilot's ability to respond and correct errors with aileron inputs. When the spiral mode is stable, it behaves in a way opposite to the exponential divergence of the unstable mode. The stable spiral mode, when starting with the wings at a moderate bank angle, will return to near wings level, first quickly, then more slowly. When the spiral mode is stable and starting at a moderate bank angle, the spiral nature of the flight path is not as obvious. This is because usually only a fraction of a turn is made while the wings are not fully level. The turning starts out (relatively) tight, then becomes less and less so as the wings become more level. The divergence rate of the ''unstable'' spiral mode will be roughly proportional to the roll angle itself (i.e. roughly exponential growth). The ''con''vergence rate of the ''stable'' spiral mode will be roughly proportional to the roll angle itself (i.e. roughly exponential ''decay''). ====Spiral mode trajectory==== In studying the trajectory, it is the direction of the velocity vector, rather than that of the body, which is of interest. The direction of the velocity vector when projected on to the horizontal will be called the track, denoted <math>\mu</math> (mu). The body orientation is called the heading, denoted <math>\psi</math> (psi). The force equation of motion includes a component of weight: ::<math>\frac{d\mu}{dt}=\frac{Y}{mU} + \frac{g}{U}\phi</math> where g is the gravitational acceleration, and U is the speed. Including the stability derivatives: ::<math>\frac{d\mu}{dt}=\frac{Y_\beta}{mU}\beta + \frac {Y_r}{mU}r + \frac{Y_p}{mU}p + \frac{g}{U}\phi</math> Roll rates and yaw rates are expected to be small, so the contributions of <math>Y_r</math> and <math>Y_p</math> will be ignored. The sideslip and roll rate vary gradually, so their time [[derivative]]s are ignored. The yaw and roll equations reduce to: ::<math>N_\beta \beta + N_r\frac{d\mu}{dt} + N_p p = 0</math> (yaw) ::<math>L_\beta \beta + L_r\frac{d\mu}{dt} + L_p p = 0</math> (roll) Solving for <math>\beta</math> and p: :::<math>\beta=\frac{(L_r N_p - L_p N_r)}{(L_p N_\beta - N_p L_\beta)}\frac{d\mu}{dt}</math> :::<math>p=\frac{(L_\beta N_r - L_r N_\beta)}{(L_p N_\beta - N_p L_\beta)}\frac{d\mu}{dt}</math> Substituting for sideslip and roll rate in the force equation results in a first order equation in roll angle: :::<math>\frac{d\phi}{dt}=mg\frac{(L_\beta N_r - N_\beta L_r)}{mU(L_p N_\beta - N_p L_\beta)-Y_\beta(L_r N_p - L_p N_r)}\phi</math> This is an [[exponential]] growth or decay, depending on whether the coefficient of <math>\phi</math> is positive or negative. The denominator is usually negative, which requires <math>L_\beta N_r > N_\beta L_r</math> (both products are positive). This is in direct conflict with the Dutch roll stability requirement, and it is difficult to design an aircraft for which both the Dutch roll and spiral mode are inherently stable. Since the [[spiral divergence|spiral mode]] has a long time constant, the pilot can intervene to effectively stabilise it, but an aircraft with an unstable Dutch roll would be difficult to fly. It is usual to design the aircraft with a stable Dutch roll mode, but slightly unstable spiral mode. ==See also== {{col-begin}} {{col-2}} * [[Wright Glider#1902 Glider|1902 Wright Glider]] * [[Aeronautics]] * [[Course_(navigation)#Aircraft_heading|Aircraft heading]] * [[Aircraft attitude]] * [[Bank angle#Aviation|Aircraft bank]] * [[Aircraft flight mechanics]] * [[Attitude control]] * [[Crosswind landing]] * [[Dynamic positioning]] * [[JSBSim]] (An open source flight dynamics software model) {{col-2}} * [[Longitudinal static stability]] * [[Rigid body dynamics]] * [[Rotation matrix]] * [[Ship motions]] * [[Stability derivatives]] * [[Static margin]] * [[Variable-Response Research Aircraft]] * [[Weathervane effect]] {{col-end}} ==References== * Babister A W: Aircraft Dynamic Stability and Response. [[Elsevier]] 1980, {{ISBN|0080247687}} * Stengel R F: [http://www.princeton.edu/~stengel/FlightDynamics.html Flight Dynamics]. [[Princeton University Press]] 2004, {{ISBN|0-691-11407-2}} ===Footnotes=== {{reflist}} ==External links== * [http://www.newbyte.co.il/prod.html Newbyte simulation with linearization and trim calculation.] [[Category:Aerospace engineering]] [[Category:Aerodynamics]] [[da:Pitch (flyvning)]] aqteo6to7wbpm4ctsxqd9pvbnn4a1zt 0 85953 2720613 2720477 2025-07-03T22:58:47Z Jtneill 10242 /* Summary */ 2720613 wikitext text/x-wiki <noinclude> {{title|Assessment}} ==Overview== </noinclude> The [[Motivation and emotion/Assessment/Major project|major project]] ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]) allows a deep dive into a specific topic of interest, while the [[Motivation and emotion/Assessment/Exam|exam]] assess breadth of knowledge. ==Summary== {{Anchor|Table}} {| class="wikitable sortable" |- style="vertical-align:top;" | '''Item''' | '''Weight''' | style="width: 16%"|'''Due''' |'''Late submissions''' |'''Extensions''' | style="width: 30%"|'''Description''' | '''Time involved'''<br>(150 hrs) |- style="vertical-align:top;" | '''[[Motivation and emotion/Assessment/Topic|Topic development]]''' | style="text-align: right" | 10% | {{:Motivation and emotion/Assessment/Topic/Due}} |Up to 3 days (-10% per day) |Available with documentation | Create Wikiversity account. Select or negotiate an approved topic. Build editing skills. Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: Overview, headings, key points, figure, learning feature, resources, and references. Create Wikiversity user page. Make at least three social contributions. | '''15 hours''': 1 hr sign-up. 4 hrs to learn "how" (incl. 2 x 1 hr tutorials), 5 hrs research, 5 hrs preparation |- style="vertical-align:top;" | '''[[Motivation and emotion/Assessment/Chapter|Book chapter]]''' | style="text-align: right" | 50% | {{:Motivation and emotion/Assessment/Chapter/Due}} |Up to 3 days (-10% per day) |Available with documentation | Author an online book chapter up to 4,000 words about a unique, approved motivation or emotion topic. Includes a social contribution component. | '''75 hours''': 10 hrs to learn how, 30 hrs research, 35 hrs drafting and preparation |- style="vertical-align: top;" | '''[[Motivation and emotion/Assessment/Exam|Exam]]''' | style="text-align: right;" |40% |Week 14 or 15 during exam period |Not accepted |Apply to exams office for deferred exam |2-hour online, remotely proctored, exam with multiple choice and open-ended questions: 50% about motivation. 50% about emotion. Assesses knowledge and learning from lectures, tutorials, and readings. |'''60 hours''': 24 hrs lectures (12 x 2 hrs), 10 hrs tutorials (10 x 1 hr), 24 hrs reading and practice quizzes, 2 hrs completing exam |}<noinclude> ==Requirements== <includeonly>'''Requirements'''</includeonly> * All assessment items must be submitted online via {{Motivation and emotion/Canvas}} * Submission is optional. Non-submissions will be awarded 0. * It is not necessary to pass each assessment item, however a final mark of 50% or higher is required to Pass the unit * The UC grading schema (HD = 85+, DI = 75 to 84, CR = 65 to 74), and P = 50 to 64) will be applied to final marks ==[[/Alternative/|Alterative assessment]]== {{:Motivation and emotion/Assessment/Alternative}} ==[[/Using generative AI/|Generative AI]]== {{:Motivation and emotion/Assessment/Using generative AI}} ==[[/Extensions|Extensions]]== {{:Motivation and emotion/Assessment/Extensions}} ==Late penalty== #No late submissions for the topic selection are accepted. #Other assessment items can be submitted up to 3 days late without an approved extension. This will incur a 10% penalty per day (i.e., -10% of total marks available for the assessment item), including weekends. A part-day late is counted as a full day late. If submitted beyond 3 days late, 0 will be awarded for the assessment item. ==Marking and feedback== #Assessment will generally be marked and feedback provided within three weeks of submission. #Availability of marks and feedback will be notified via the unit's {{Motivation and emotion/Canvas}} Announcements. #Assessment submitted after the due date and time, regardless of whether an extension was granted, may be returned at a later date than those submitted on time. #Late submission may result in reduced feedback being provided. <!-- #If you don't understand or disagree with your mark and/or feedback, then please see the [[User:Jtneill/Marking dispute process|marking dispute process]]. --> [[Category:{{#titleparts:{{PAGENAME}}|2}}| ]] </noinclude> qmb9rmjteowgqqwwclut2xkxzct09ho 2720666 2720613 2025-07-04T03:39:30Z Jtneill 10242 /* Overview */ 2720666 wikitext text/x-wiki <noinclude> {{title|Assessment}} ==Overview== </noinclude> The [[Motivation and emotion/Assessment/Major project|major project]] ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]) provides a deep dive into a specific topic of interest, while the [[Motivation and emotion/Assessment/Exam|exam]] assess breadth of knowledge. ==Summary== {{Anchor|Table}} {| class="wikitable sortable" |- style="vertical-align:top;" | '''Item''' | '''Weight''' | style="width: 16%"|'''Due''' |'''Late submissions''' |'''Extensions''' | style="width: 30%"|'''Description''' | '''Time involved'''<br>(150 hrs) |- style="vertical-align:top;" | '''[[Motivation and emotion/Assessment/Topic|Topic development]]''' | style="text-align: right" | 10% | {{:Motivation and emotion/Assessment/Topic/Due}} |Up to 3 days (-10% per day) |Available with documentation | Create Wikiversity account. Select or negotiate an approved topic. Build editing skills. Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: Overview, headings, key points, figure, learning feature, resources, and references. Create Wikiversity user page. Make at least three social contributions. | '''15 hours''': 1 hr sign-up. 4 hrs to learn "how" (incl. 2 x 1 hr tutorials), 5 hrs research, 5 hrs preparation |- style="vertical-align:top;" | '''[[Motivation and emotion/Assessment/Chapter|Book chapter]]''' | style="text-align: right" | 50% | {{:Motivation and emotion/Assessment/Chapter/Due}} |Up to 3 days (-10% per day) |Available with documentation | Author an online book chapter up to 4,000 words about a unique, approved motivation or emotion topic. Includes a social contribution component. | '''75 hours''': 10 hrs to learn how, 30 hrs research, 35 hrs drafting and preparation |- style="vertical-align: top;" | '''[[Motivation and emotion/Assessment/Exam|Exam]]''' | style="text-align: right;" |40% |Week 14 or 15 during exam period |Not accepted |Apply to exams office for deferred exam |2-hour online, remotely proctored, exam with multiple choice and open-ended questions: 50% about motivation. 50% about emotion. Assesses knowledge and learning from lectures, tutorials, and readings. |'''60 hours''': 24 hrs lectures (12 x 2 hrs), 10 hrs tutorials (10 x 1 hr), 24 hrs reading and practice quizzes, 2 hrs completing exam |}<noinclude> ==Requirements== <includeonly>'''Requirements'''</includeonly> * All assessment items must be submitted online via {{Motivation and emotion/Canvas}} * Submission is optional. Non-submissions will be awarded 0. * It is not necessary to pass each assessment item, however a final mark of 50% or higher is required to Pass the unit * The UC grading schema (HD = 85+, DI = 75 to 84, CR = 65 to 74), and P = 50 to 64) will be applied to final marks ==[[/Alternative/|Alterative assessment]]== {{:Motivation and emotion/Assessment/Alternative}} ==[[/Using generative AI/|Generative AI]]== {{:Motivation and emotion/Assessment/Using generative AI}} ==[[/Extensions|Extensions]]== {{:Motivation and emotion/Assessment/Extensions}} ==Late penalty== #No late submissions for the topic selection are accepted. #Other assessment items can be submitted up to 3 days late without an approved extension. This will incur a 10% penalty per day (i.e., -10% of total marks available for the assessment item), including weekends. A part-day late is counted as a full day late. If submitted beyond 3 days late, 0 will be awarded for the assessment item. ==Marking and feedback== #Assessment will generally be marked and feedback provided within three weeks of submission. #Availability of marks and feedback will be notified via the unit's {{Motivation and emotion/Canvas}} Announcements. #Assessment submitted after the due date and time, regardless of whether an extension was granted, may be returned at a later date than those submitted on time. #Late submission may result in reduced feedback being provided. <!-- #If you don't understand or disagree with your mark and/or feedback, then please see the [[User:Jtneill/Marking dispute process|marking dispute process]]. --> [[Category:{{#titleparts:{{PAGENAME}}|2}}| ]] </noinclude> p3x2z7h18wiapy0ope8yw9b2wgufd8y 0 85954 2720619 2720395 2025-07-03T23:07:54Z Jtneill 10242 2720619 wikitext text/x-wiki <div align="center"> {| style="width:50%; border-width: 0 0 50px 0;" |- | style="width:15%; padding: 0 0 10px 0;" | [[File:Start.svg|68px|link=Motivation and emotion/About/Welcome and getting started]] | style="width:30%; padding: 0 0 10px 0;" | [[/About|About]] | [[/About/Welcome and getting started|Start]] | style="width:10%; padding: 0 0 10px 0;" | | style="width:15%; padding: 0 0 10px 0;" | [[File:WikiProject Brazil assessment icon.svg|68px|link=Motivation and emotion/Assessment]] | style="width:30%; padding: 0 0 10px 0;" | [[/Assessment|Assessment]] |- | style="padding: 0 0 10px 0;" | [[File:Ic info outline 48px.svg|68px|link=Motivation and emotion/About/Outline]] | style="padding: 0 0 10px 0;" | [[/About/Outline|Unit outline]] | | style="padding: 0 0 10px 0;" | [[File:Emoji u1f989.svg|68px|link=Motivation and emotion/About/Outline/About/Staff]] | style="padding: 0 0 10px 0;" | [[/About/Staff|Teaching team]] |- | style="padding: 0 0 10px 0;" | [[File:Ic assignment 48px.svg|68px|link=Motivation and emotion/About/Schedule]] | style="padding: 0 0 10px 0;" | [[/About/Schedule|Schedule]] | | style="padding: 0 0 10px 0;" | [[File:Ic alarm 48px.svg|68px|link=Motivation and emotion/About/Timetable]] | style="padding: 0 0 10px 0;" | [[Motivation and emotion/About/Timetable|Timetable]] |- | style="padding: 0 0 10px 0;" | [[File:Lecture icon.png|68px|link=Motivation and emotion/Lectures]] | style="padding: 0 0 10px 0;" | [[/Lectures|Lectures]] | | style="padding: 0 0 10px 0;" | [[File:Discussion icon.png|68px|link=Motivation and emotion/Tutorials]] | style="padding: 0 0 10px 0;" | [[/Tutorials|Tutorials]] |- | style="padding: 0 0 20px 0;" | [[File:Uc-logo.png|68px|link=https://unicanberra.instructure.com/courses/17386]] | style="padding: 0 0 20px 0;" | {{Motivation and emotion/Canvas}} | | style="padding: 0 0 20px 0;" | [[File:Helpicon.svg|68px|link=Motivation and emotion/About/Help]] | style="padding: 0 0 20px 0;" | [[/About/Help|Help]] |- | style="padding: 0 0 20px 0;" | [[File:Book stub img.svg|68px|link=Motivation and emotion/Book/2025]] | style="padding: 0 0 20px 0;" | [[/Book|Book]] -<br>[[/Book/2025|2025]] | | colspan="2" style="padding: 0 0 20px 0;" | <div style="float:left; width:13em"> <inputbox> type=search width=19 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search break=no bgcolor=transparent </inputbox></div> |} <!-- Stand-alone search bar at bottom {| style="width:50%; |- | style="width:85%;" | <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search break=no bgcolor=transparent </inputbox> | style="width:15%;" | |} <noinclude> --> <!-- Old navigation (pre-2022) {|style="width:100%;" |- |style="width:30%;"| {{Motivation and emotion/Hashtag}} |style="width:40%;"| [[File:Motivation & Emotion.png|center|240px]] |style="width:30%;"| <p align="right">{{Motivation and emotion/Canvas}}</p> |} {{collapse box|[[/About/Welcome and getting started|Start]] - [[/About|About]] - [[/About/Support|Support]]|{{/About/Getting started}} - {{/About/Support}}}} {{collapse box|[[/About/Schedule|Schedule]] - [[/Lectures|Lectures]] - [[/Tutorials|Tutorials]]|{{/About/Schedule}}}} {{collapse box|[[/Assessment|Assessment]] - [[Motivation and emotion/Assessment/Topic|Topic]] - [[Motivation and emotion/Assessment/Chapter|Chapter]] - [[Motivation and emotion/Assessment/Multimedia|Multimedia]] - [[Motivation and emotion/Assessment/Quizzes|Quizzes]]|{{/Assessment}}}} {{collapse box|[[/Book|Book]] - [[/Book/2023|2023]]|{{:Motivation and emotion/Book/2023/Banner}}}}<noinclude>{{/Image}}{{center top}} --> {{center bottom}} [[Category:{{PAGENAME}}| ]] [[Category:Featured resources]] </noinclude> fu62bb45uf1nf6bc7m5g03aviycjqo5 0 86224 2720605 2422237 2025-07-03T21:48:03Z 2603:6010:C900:4898:BDEC:F504:434A:3FC5 2720605 wikitext text/x-wiki [[Image:R logo.svg|right|250px]] '''R''' is a * powerful, free and open source, cross-platform, statistical and graphing software package; * programming language; * software environment for statistical computing. == Downloading R == Visit [http://www.r-project.org the R Project home page]. == Integrated development environments for R == {{nutshell|Wikiversity will get this header in a Wikiversity page. only a user can edit it.}} R can be accessed from a {{w|command-line interface}}. There are a variety of {{w|graphical user interface}}s that work well with R, including one that ships with it. {{w|RStudio}} is a very popular {{w|integrated development environment}} that works well with R and other languages, as does [[w:Jupyter|Jupyter]].<ref name="R_gui">{{cite web|title=7 of the Best Free Graphical User Interfaces for R|url=http://www.linuxlinks.com/article/20110306113701179/GUIsforR.html|website=linuxlinks.com|accessdate=9 February 2016}}</ref><ref>{{cite web|title=List of R Editors|url=https://r-dir.com/blog/2013/01/list-of-r-editors.html|website=r-dir|accessdate=2018-08-07}}</ref> RStudio supports RMarkdown, which makes it relatively easy for researchers to make their work [[w:Reproducibility|reproducible]] by allowing them to mix text with code of different languages, most commonly R, in the same document. The platform supports mixing R with [[Python (programming language)]], {{w|shell script}}s, [[w:SQL|SQL]], {{w|Stan (software)}}, {{w|JavaScript}}, [[w:CSS|CSS]], {{w|Julia (programming language)}}, {{w|C (programming language)}}, {{w|Fortran}}, and other languages in the same RMarkdown document.<ref>{{cite Q|Q76441281}}<!-- R Markdown: The Definitive Guide -->.</ref> [[w:Jupyter|Jupyter]] notebooks provide a similar capability but may be more popular among Python users while RStudio may be more popular among people primarily using R. Both RStudio and Jupyter are {{w|free and open-source software}}, but RStudio is developed and maintained by a commercial enterprise that offers paid support options. == RStudio in the cloud == There are web-based portals for RStudio, including the following: * RStudio Cloud<ref>{{cite Q|Q100799903}}<!-- RStudio Cloud -->.</ref> As of 2020-10-24 users can "get started for free". * RStudio Server Pro for AWS<ref>{{cite Q|Q100800280}}<!-- RStudio Server Pro for AWS -->.</ref> ==Tutorials== {{Note|There are many well developed and maintained R tutorials on the web, e.g., http://www.cyclismo.org/tutorial/R}} * [[How to use R/Installation|Installation process]] * [[/Tutorials/]] ** [[/Tutorials/Algebra/]] ** [[/Tutorials/Connecting Fortran and R/]] ** [[/Tutorials/Introduction/]] ** [[/Tutorials/Linear algebra/]] ** [[/Tutorials/Loading data/]] ** [[/Tutorials/Plotting/]] == Books that are Helpful When Learning R == * An R Companion for Applied Regression (2nd ed.) - {{ISBN|141297514X}} * [http://cran.r-project.org/doc/manuals/R-intro.pdf An Introduction to R]{{font|size=x-small|, by W. N. Venables, D. M. Smith, and the R Development Core Team (PDF)}} * R in Action - {{ISBN|1935182390}} * Efficient programming in R <ref name="OuelletteVisser2015">{{cite journal|last2=Visser|first2=Marco D.|last3=McMahon|first3=Sean M.|last4=Merow|first4=Cory|last5=Dixon|first5=Philip M.|last6=Record|first6=Sydne|last7=Jongejans|first7=Eelke|title=Speeding Up Ecological and Evolutionary Computations in R; Essentials of High Performance Computing for Biologists|journal=PLOS Computational Biology|volume=11|issue=3|year=2015|pages=e1004140|issn=1553-7358|doi=10.1371/journal.pcbi.1004140}}</ref>. * [http://adv-r.had.co.nz/Introduction.html Advanced R by Hadley Wickham] ==See also== * [[Wikipedia: R (programming language)]] * [[Wikibooks:R Programming]] * [[Searching R Packages]]: A discussion of current search capabilities, inviting readers to help draft a proposal for improvements that might be funded, e.g., by [https://www.r-project.org/foundation/ the R Foundation]. ==External links== * [http://www.r-project.org/ R] (Official site) * [http://cran.r-project.org/ R archive] (Manuals, downloads, etc.) * [http://wiki.r-project.org/rwiki/ R wiki] * [http://www.r-project.org/mail.html R mailing lists] - [https://stat.ethz.ch/mailman/listinfo/r-help R-help] - [https://stat.ethz.ch/mailman/listinfo/r-sig-teaching R-teaching] - [http://www.r-project.org/posting-guide.html Posting guide] * [http://www.personality-project.org/r/ Using R for psychological research: A simple guide to an elegant package] * [http://rstatx.com/ Guide to R for Analysts] * [http://www.programmingr.com Programming R] * [http://www.r-bloggers.com/ R Bloggers] * [http://www.datacamp.com/ R Tutorial] ===Books=== * [http://www.r-project.org/doc/bib/R-books.html Books on R and S] - list * [http://www.ling.uni-potsdam.de/~vasishth/SFLS.html Shravan Vasishth and Michael Broe - The foundations of statistics: A simulation-based approach] - draft * [http://www.zoology.ufl.edu/bolker/emdbook/index.html Benjamin M. Bolker - Ecological Models and Data in R] * [http://cran.r-project.org/doc/manuals/R-lang.pdf R Development Core Team - R Language Definition] - (aka `R Language Manual'), the basics of R, draft, 60 pages * [http://cran.r-project.org/other-docs.html R manuals, tutorials and samples] - fairly large number of documentation available/downloadable for free, also non-English learning materials [[Category:Statistical software]] [[Category:R (programming language)]] [[Category:Howtos]] [[Category:Free software]] ihgauesk5xd45yfjhn8pxupdrzevh2a 0 96387 2720643 2711687 2025-07-03T23:43:46Z Jtneill 10242 Update for 2025 2720643 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 45% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Some examples of high quality book chapter submissions: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]] and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]]. ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] m8qbqmyh23rmmmv7a5s8q84ltjbw57r 2720648 2720643 2025-07-03T23:48:23Z Jtneill 10242 2720648 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Some examples of high quality book chapter submissions: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]] and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]]. ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] rwkjbh9jzoa90b216mtbe7dikyqbm5r 2720649 2720648 2025-07-03T23:49:38Z Jtneill 10242 /* Extensions and late submissions */ 2720649 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an extension application form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Some examples of high quality book chapter submissions: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]] and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]]. ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] ludzw9ppxxdakoq6s7p2hzwa4on6g57 2720654 2720649 2025-07-04T03:23:53Z Jtneill 10242 /* Examples */ 2720654 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an extension application form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Some examples of high quality book chapter submissions: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] ctpi2r73e0cksf6dyzmftqp758lz58a 2720655 2720654 2025-07-04T03:24:39Z Jtneill 10242 /* Examples */ 2720655 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an extension application form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] 91al57h8k51muz56hgr4ru3572atgvi 2720656 2720655 2025-07-04T03:25:43Z Jtneill 10242 /* Licensing */ 2720656 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words on Wikiversity that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an extension application form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] 8ocwhgv2w96wf7b0dm98wtut7xvv0u1 2720668 2720656 2025-07-04T04:21:23Z Jtneill 10242 /* Overview */ 2720668 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an extension application form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] qiyycajulo06gmmyyg62r2ip7qxrjm8 2720669 2720668 2025-07-04T04:22:16Z Jtneill 10242 /* Marking and feedback */ 2720669 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an extension application form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] gp89owrm21f0g145joy7vw65fkap61o 2720672 2720669 2025-07-04T04:24:21Z Jtneill 10242 /* Extensions and late submissions */ 2720672 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. Don't use the in-built Wikiversity word count (it underestimates). * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] qtssk71noghevf9jwywq2je23v5pxma 2720675 2720672 2025-07-04T04:27:33Z Jtneill 10242 /* Length (word count) */ 2720675 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** <!-- Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or -->Paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. The in-built Wikiversity word count underestimates. * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address) and your Wikiversity user name via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] tikqo5la1djlau3f7c6g18tesq72cvg 2720676 2720675 2025-07-04T04:28:08Z Jtneill 10242 /* Submission */ 2720676 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** <!-- Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or -->Paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. The in-built Wikiversity word count underestimates. * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address), your Wikiversity user name, and a PDF of the chapter via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] 97h9xf2ez84we2inq5qfi3ubm9ibo4b 2720684 2720676 2025-07-04T04:39:34Z Jtneill 10242 /* Marking and feedback */ 2720684 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the chapter's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** <!-- Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or -->Paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. The in-built Wikiversity word count underestimates. * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address), your Wikiversity user name, and a PDF of the chapter via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] ig2udn90wkuw8qojshtavgc086q5vah 2720685 2720684 2025-07-04T04:40:24Z Jtneill 10242 /* Extensions and late submissions */ 2720685 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the chapter's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** <!-- Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or -->Paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. The in-built Wikiversity word count underestimates. * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address), your Wikiversity user name, and a PDF of the chapter via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] 1sngwp5jzy139hoy9va2h46tr2jg2yi 2720686 2720685 2025-07-04T04:43:03Z Jtneill 10242 /* Overview */ 2720686 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- 9/10/23 09:00 AEST + 10 hour offset--> {{countdown |year = 2025 |month = 09 |day = 29 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due: {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] up to 4,000 words that explains key psychological theory and research about a unique, specific motivation or emotion topic<!-- approved by the [[Motivation and emotion/About/Staff|unit convener]] to help people live more effective motivational and emotional lives --> ** Includes a social contribution component<!-- which involves contributing meaningfully to the development of other book chapters. --> * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to explain how well the chapter meets the marking criteria *Marks and feedback should be returned within 3 weeks of the due date **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the chapter's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Be professional — display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Be professional — up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Be professional — solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | style="vertical-align:top;" | Be a global citizen — informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Be a global citizen — communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Be a global citizen — creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | style="vertical-align:top;" | Be a lifelong learner — engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words. There is no additional 10% allowance. Words beyond this will not be considered for marking purposes. Count everything from top to bottom of the editable page (in view mode, not edit mode): ** Include the title, subtitle, table of contents, headings, text, tables, figures, references, see also, and external links ** Do not include the top and side navigation bars or content in linked Appendices (see [[Help:Subpages|subpages]]) ** <!-- Use this [https://chromewebstore.google.com/detail/word-counter-plus/fpjegfbcdijjfkceenlfoehpcakfgldj Word Counter Plus] (Google Chrome Extension) or -->Paste the URL into [https://wordcounter.net/website-word-count Website Word Count] (it will overcount by 114 words) or cut and paste into a word processing document. The in-built Wikiversity word count underestimates. * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address), your Wikiversity user name, and a PDF of the chapter via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Provides an engaging scenario or case study * Easy to read and understand explanation of the practical/real-world problem to be solved * Outlines key concepts * Establishes focus question(s) which align with the sub-title and heading structure ===Theory (20%)=== * Clearly explained theoretical framework for understanding the topic * Selects the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories * Uses at least the best dozen or so peer-reviewed theory references about the topic * Clearly explains and applies the theory(ies) * Includes illustrative examples, such as case studies * Demonstrates a critical perspective ===Research (25%)=== * Explains how key, peer-reviewed research findings apply to the problem. * Utilises at least the best dozen or so peer-reviewed research references about the topic. * Includes relevant major reviews (systematic reviews, meta-analyses etc.) * Demonstrates [[w:Critical thinking|critical thinking]]. Critically analyses key peer-reviewed research findings and explains the implications. ===Integration (10%)=== * Integrates discussion of theory and review of relevant research * Uses research to critically inform utility of the theory(ies) ===Conclusion (5%)=== * Emphasise the key points and take-home messages (what is the "golden nugget"?), particularly in relation to the subtitle and any focus questions, with implications for personal growth and development ===Style (20%)=== * Presents and illustrates the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] * [[/Readability|Readable]] for a layperson interested in psychological science * Addresses the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information * Addresses an international audience (i.e., avoid an overly local or national perspective) * [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: ** In the main text, uses [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Structure ** Uses a logical heading structure that aligns with the focus questions ** Uses [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Uses the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoids having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Uses APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Uses default wiki style for paragraph alignment, font colour, type, and size, and heading styles * Uses Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) * Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** Lists all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Uses interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, embedded links to relevant Wikipedia and Wikipedia pages, see also links, and external links * Case studies: Include 1 or more examples, scenarios, or case studies. They can be true (if so, include citations) or fictional. Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages. Consider presenting in a feature box and perhaps including a figure. Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). Examples of chapters which make effective use of case studies: ** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) ** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) ** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) ** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * Feature boxes: Use to highlight key information, but avoid overuse. There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * Figures: Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts. Figures are accompanied by explanatory captions and be cited at least once in the main text. For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * Links: ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the first time that key concepts are mentioned. For example: *** This sentence includes a link to the Wikipedia article about [[w:Emotion|emotion]]. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provides interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Includes source in parentheses ** External links *** Provides at least three links to high quality, relevant external resources *** Includes author and/or source in parentheses ** Published academic sources belong in References * Tables: ** Uses accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions. [[Motivation and emotion/Assessment/Chapter/Tables|See example]]. * Quizzes: ** Consider using [[Help:Quiz|quiz questions]] or reflection questions ** Focus on key concepts rather than trivia ** Incorporate throughout the chapter rather than lots at the end. {{anchor|Socialcontribution}} ===Social contribution (10%)=== * '''Actions''': Evidenced actions which enhance the quality of other book chapters. Useful actions include: ** '''edits''': direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''comments''': feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''media uploads''': create and/or upload free-to-use images to [[commons:|Wikimedia Commons]] ** '''posts''' *** {{Motivation and emotion/Canvas}} discussion posts *** Publicly available social media posts using the {{Motivation and emotion/Hashtag}} hashtag. * '''Evidence''': Provide a numbered list of social contributions on your [[Help:User page|Wikiversity user page]], with direct links to changes. To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Then summarise the edit on your user page (in a section called "Social contributions") using a numbered list and provide hyperlinks to direct evidence of the changes made. More info: [[/Summarising social contributions|summarising social contributions]]. * '''Marking''' ** Marking of social contributions will be based on: *** '''quantity''' (breadth): **** frequency: number of different chapters contributed to **** channels: range of communication channels used *** '''quality''' (depth): *** insightfulness **** practical value **** extent/thoroughness *** '''timeliness''' — there is generally: **** greater value in earlier contributions **** lesser value in "last minute" feedback ** Marks will be allocated to each clearly evidenced social contribution as follows: *** Minor <= 0.25% *** Moderate 0.50% *** Major 1.00% *** Very significant > 1.00% *** Bonus marks up to 5.00% may be awarded for exceptional levels of contribution ;Rubric for social contribution marking {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''Bonus marks''' | Up to 5 bonus marks are available in exceptional circumstances where wiki contributions to the book are above and beyond those required for HD-level. Such contributions could include very substantial contributions across multiple chapters. This could include extensive copyediting, regular feedback, and support on multiple chapter discussion pages. It may also involve substantial activity on the {{Motivation and emotion/Canvas}} discussion and/or Twitter {{Motivation and emotion/Hashtag}} hashtag. |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | Very significant contributions are made to development of other book chapters (beyond one's target chapter). The contributor clearly embraced the collaborative nature of the online book task. This is indicated primarily by the user's edit history on Wikiversity which shows significant and regular contributions to the development of at least several chapters via discussion page comments and probably also chapter edits. Such contributions are likely to have occurred across at least half of the semester. It is also quite likely that contributions extend across more than one channel of electronically logged communication (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and/or twitter hashtag contributions). Helping to significantly improve at least four other chapters is likely to be worth a HD. |- | style="vertical-align:top;" | '''DI (Distinction)''' | Significant contributions are made to other book chapters (beyond one's target chapter). The contributor embraced online collaboration as indicated by the user's wiki edit history. Notable contributions are made to the development of several chapters via discussion pages and chapter edits. Contributions are spread over at least a month. Contributions are likely to have extended across more than one publicly logged electronic communication channels (e.g., wiki contributions, {{Motivation and emotion/Canvas}} discussion, and the twitter hashtag). Helping to significantly improve at least three others chapters is likely to be worth a DI. |- | style="vertical-align:top;" | '''CR (Credit)''' | Moderate contributions to other book chapters (beyond one's target chapter). The contributor embraced some aspects of online collaboration by providing many wiki edits beyond the contributor's target chapter, {{Motivation and emotion/Canvas}} discussion posts and/or use of the twitter hashtag. These contributions are made over a period of at least a couple of weeks and in sufficient time for other authors to incorporate the feedback into the final drafting process. As a guide, helping to significantly improve at least two other chapters is likely to be worth a CR. |- | style="vertical-align:top;" | '''P (Pass)''' | Basic contributions are made to other book chapters (beyond one's target chapter). For example, at least one other chapter in the book is significantly enhanced because of the user's contributions. This might involve some helpful comments on several occasions about at least one other book chapter — or perhaps a single, substantial proofread with several useful comments about a full draft could be sufficient for a Pass. |- | style="vertical-align:top;" | '''F (Fail)''' | Either no contributions are made or contributions were limited. A lack of collaborative effort is evident, as indicated by minimal, if any, wiki contributions beyond one's primary chapter, {{Motivation and emotion/Canvas}} forum, and/or twitter hashtag. For example: # comments lacked detail and/or depth; # comments were not timely (e.g., were provided very late in the drafting process) |} ==Grade descriptions== This section describes typical characteristics of chapters at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A professional, near-publishable, interesting, informative, insightful, [[/Readability|readable]] explanation of relevant psychological theory and research about a well-defined, unique motivation or emotion topic. The chapter has a well-organised layout and headings, with relevant and well-captioned accompanying figures, tables, and/or figures. Excellent spelling, grammar, and APA style is used. The chapter makes effective use of wiki links to other relevant chapters and/or Wikipedia articles. Additional interactive learning features are included. Substantial social contributions are made to the development of other chapters, such as particularly useful peer review comments on several chapter talk pages across at least half of the semester. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good chapter, with several professional-level aspects. The chapter is informative, accurate and insightful, covering key relevant theory and research. The material is very competently handled and well-written, with minimal spelling and grammar issues. Layout is clear and effective. Good use is made of wiki links, tables, and figures. References are in very good APA style. The chapter includes additional learning features. Helpful contributions were made to some other chapters over at least a month. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent chapter with reasonably informative and insightful content which includes moderately good coverage of relevant theory and research. Some aspects of the theory or research coverage may be missing, limited, or problematic. Integration of theory and research is less assured than at higher levels. Layout and headings are reasonably useful, but could probably also be improved (e.g., by being more detailed). References are in reasonable APA style, but often several corrections are needed. Some wiki links, figures, and/or additional learning features are provided, but could have been developed further. Some helpful contributions were made over at least a couple of weeks to at least a couple of other chapters. |- | style="vertical-align:top;" | '''P (Pass)''' | The chapter provides a satisfactory, basic explanation of relevant theory and research, but lacks the depth and/or comprehensiveness that is characteristic of higher grade chapters. The chapter may struggle to clearly conceptualise the topic, organise the structure and layout, contribute to the book theme, and/or may lack depth and originality. Spelling and grammar problems are often prevalent. Citation and referencing tends to be limited in scope and quality, often with reliance on only a few (or less) high-quality peer-review references. There may relatively little meaningful use of figures or additional learning features. These chapters typically have a brief edit history (e.g., less than 2 weeks) and often read like an early draft which would benefit from more drafting to address feedback, and better proofreading. Often chapters of this standard are noticeably shorter than chapters which attract higher grades. Chapter authors often haven't sought or acted upon feedback. Some useful social contributions to at some other chapters are made, but this tends to be fairly basic and made towards the end of the drafting period. |- | style="vertical-align:top;" | '''F (Fail)''' | The chapter does not demonstrate a satisfactory grasp of key psychological theory and research which pertains to the a specific, unique motivation or emotion topic. Major gaps and/or errors in content are evident, sometimes with little to no use of peer-reviewed references. These chapters typically have under-developed heading structures and the content of often brief or incomplete. Layout and [[/Readability|readability]] is often poor and the quality of written expression is often undermined by poor spelling and/or grammar. Sometimes plagiarism may be evident. Generally, there is a lack of sufficient effort (e.g., these chapters often have short tend to have last-minute editing histories) and have attracted little, if any, peer review. Little to no social contribution is made to the development of other book chapters. |} ==Examples== Here are some examples of high quality motivation and emotion book chapters: * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/Feature boxes/]] * [[/Figures/]] ** [[How to find free-to-use images|Find free images]] * [[Motivation and emotion/Book|Previous chapters]] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[/Tables/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Word count|Reducing word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] 3inv8ee942lucbp2ofjp0o8k5i7i3bj 0 97506 2720661 2720573 2025-07-04T03:31:49Z Jtneill 10242 /* Prerequisites */ 2720661 wikitext text/x-wiki <includeonly> __NOTOC__ __NOEDITSECTION__ </includeonly> <noinclude>{{title|Motivation and emotion - About}} {{TOCright}} <!-- [[File:Motivation and Emotion Scrabble.jpg|right|300px|thumb|''This is a support website for the '''[[Motivation and emotion|Motivation and Emotion]]''' unit (7124/6665) taught by [[User:Jtneill|James Neill]] Aug-Nov 2010-2011 and 2013-2015 at the [[University of Canberra]].'']] --></noinclude> ==[[Motivation and emotion/About/Acknowledgement of country|Acknowledgement of country]]== {{:Motivation and emotion/About/Acknowledgement of country}} ==[[Motivation and emotion/About/Unit description|Unit description]]== {{:Motivation and emotion/About/Unit description}} ==[[Motivation and emotion/About/Learning outcomes|Learning outcomes]]== {{:Motivation and emotion/About/Learning outcomes}} ==[[Motivation and emotion/About/Graduate attributes|Graduate attributes]]== {{:Motivation and emotion/About/Graduate attributes}} ==Prerequisites== * [http://www.canberra.edu.au/coursesandunits/unit?unit_cd=4309 Psychology 101] OR [http://www.canberra.edu.au/coursesandunits/unit?unit_cd=11399 11399 Understanding People and Behaviour] AND * [http://www.canberra.edu.au/coursesandunits/unit?unit_cd=4310 Psychology 102] OR [https://www.canberra.edu.au/coursesandunits/unit?unit_cd=10444 Foundations of Psychology] OR * Permission of [[Motivation and emotion/About/Staff|unit convener]] ==[[Motivation and emotion/About/Delivery mode|Delivery mode]]== {{:Motivation and emotion/About/Delivery mode}} ==[[Motivation and emotion/About/Schedule|Schedule]]== {{:Motivation and emotion/About/Schedule/Embed}} ==[[Motivation and emotion/About/Timetable|Timetable]]== {{:Motivation and emotion/About/Timetable}} ==[[/Participation/]]== {{:Motivation and emotion/About/Participation}} <!-- ==[[/Textbook/]]== {{:Motivation and emotion/About/Textbook}} --> ==[[/Equipment/]]== {{:Motivation and emotion/About/Equipment}} ==IT skills== Required IT skills (wiki editing) will be taught in the unit. ==[[:Motivation and emotion/About/Websites|Websites]]== {{:Motivation and emotion/About/Websites}} ==[[Motivation and emotion/Assessment|Assessment]]== {{:Motivation and emotion/Assessment}} ==[[Motivation and emotion/About/Discussion|Discussion]]== {{:Motivation and emotion/About/Discussion}} ==[[Motivation and emotion/About/Help|Help]]== {{:Motivation and emotion/About/Help}} ==[[/Evaluation/]]== {{:Motivation and emotion/About/Evaluation}} ==[[Motivation and emotion/See also|See also]]== {{:Motivation and emotion/See also}} ==[[Motivation and emotion/About/External links|External links]]== {{:Motivation and emotion/About/External links}} <noinclude> {{edit page box}} </noinclude> <noinclude>[[Category:Motivation and emotion/Admin]]</noinclude> 1795dez0qiuhp8j3chkseh374wtps8y 2720665 2720661 2025-07-04T03:38:12Z Jtneill 10242 /* IT skills */ 2720665 wikitext text/x-wiki <includeonly> __NOTOC__ __NOEDITSECTION__ </includeonly> <noinclude>{{title|Motivation and emotion - About}} {{TOCright}} <!-- [[File:Motivation and Emotion Scrabble.jpg|right|300px|thumb|''This is a support website for the '''[[Motivation and emotion|Motivation and Emotion]]''' unit (7124/6665) taught by [[User:Jtneill|James Neill]] Aug-Nov 2010-2011 and 2013-2015 at the [[University of Canberra]].'']] --></noinclude> ==[[Motivation and emotion/About/Acknowledgement of country|Acknowledgement of country]]== {{:Motivation and emotion/About/Acknowledgement of country}} ==[[Motivation and emotion/About/Unit description|Unit description]]== {{:Motivation and emotion/About/Unit description}} ==[[Motivation and emotion/About/Learning outcomes|Learning outcomes]]== {{:Motivation and emotion/About/Learning outcomes}} ==[[Motivation and emotion/About/Graduate attributes|Graduate attributes]]== {{:Motivation and emotion/About/Graduate attributes}} ==Prerequisites== * [http://www.canberra.edu.au/coursesandunits/unit?unit_cd=4309 Psychology 101] OR [http://www.canberra.edu.au/coursesandunits/unit?unit_cd=11399 11399 Understanding People and Behaviour] AND * [http://www.canberra.edu.au/coursesandunits/unit?unit_cd=4310 Psychology 102] OR [https://www.canberra.edu.au/coursesandunits/unit?unit_cd=10444 Foundations of Psychology] OR * Permission of [[Motivation and emotion/About/Staff|unit convener]] ==[[Motivation and emotion/About/Delivery mode|Delivery mode]]== {{:Motivation and emotion/About/Delivery mode}} ==[[Motivation and emotion/About/Schedule|Schedule]]== {{:Motivation and emotion/About/Schedule/Embed}} ==[[Motivation and emotion/About/Timetable|Timetable]]== {{:Motivation and emotion/About/Timetable}} ==[[/Participation/]]== {{:Motivation and emotion/About/Participation}} <!-- ==[[/Textbook/]]== {{:Motivation and emotion/About/Textbook}} --> ==[[/Equipment/]]== {{:Motivation and emotion/About/Equipment}} ==IT skills== Required information technology skills (wiki editing) will be taught in the unit. ==[[:Motivation and emotion/About/Websites|Websites]]== {{:Motivation and emotion/About/Websites}} ==[[Motivation and emotion/Assessment|Assessment]]== {{:Motivation and emotion/Assessment}} ==[[Motivation and emotion/About/Discussion|Discussion]]== {{:Motivation and emotion/About/Discussion}} ==[[Motivation and emotion/About/Help|Help]]== {{:Motivation and emotion/About/Help}} ==[[/Evaluation/]]== {{:Motivation and emotion/About/Evaluation}} ==[[Motivation and emotion/See also|See also]]== {{:Motivation and emotion/See also}} ==[[Motivation and emotion/About/External links|External links]]== {{:Motivation and emotion/About/External links}} <noinclude> {{edit page box}} </noinclude> <noinclude>[[Category:Motivation and emotion/Admin]]</noinclude> mtrs7vlwhm0gp8zyrhttw49zz5epwhx 0 99050 2720658 2720518 2025-07-04T03:28:53Z Jtneill 10242 2720658 wikitext text/x-wiki <noinclude>{{title|Learning outcomes}}</noinclude> On successful completion of this unit, students will be able to: #Identify the major principles of motivation and emotion; #Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour; and #Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. The learning outcomes are mapped to the [[Motivation and emotion/Assessment|assessment]] items: {{center top}} {| border=1 cellspacing=0 cellpadding=5 style="width:75%" |- ! style="width: 48%" | Outcome ! style="width: 13%" | [[Motivation and emotion/Assessment/Topic|Topic development]] ! style="width: 13%" | [[Motivation and emotion/Assessment/Chapter|Book chapter]] ! style="width: 13%" | [[Motivation and emotion/Assessment/Exam|Exam]] |- | style="text-align:left;"|1. Identify the major principles of motivation and emotion | | | style="text-align:center;"|✔ |- | style="text-align:left;"|2. Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |- | style="text-align:left;"|3. Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |} {{center bottom}}<noinclude> [[Category:Motivation and emotion/About]] </noinclude> gxokvfmrn40iyla47d48rr1rclxjfjx 10 148360 2720621 2650186 2025-07-03T23:11:17Z Jtneill 10242 Update for 2025 2720621 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Chapter title:<br>Subtitle?}} <div align=center>Edit the chapter title and sub-title placeholder above.<br>Ensure ''exact match'' of wording and casing (capitalisation) with the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Sub-titles end with a question mark.<br>Seek approval for any changes to wording and punctuation.<br>Do not list author name (authorship is as per [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> hpvmkrhizvgcs099f2w95h9e1zxo9et 2720622 2720621 2025-07-03T23:11:49Z Jtneill 10242 2720622 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Chapter title:<br>Subtitle?}} <div align=center>Edit the title and sub-title placeholder above.<br>Ensure ''exact match'' of wording and casing (capitalisation) with the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Sub-titles end with a question mark.<br>Seek approval for any changes to wording and punctuation.<br>Do not list author name (authorship is as per [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> 2fyg0ar4dch5s08g3jbecuiimrj1a3v 2720623 2720622 2025-07-03T23:13:07Z Jtneill 10242 Update for 2025 2720623 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Chapter title:<br>Subtitle?}} <div align=center>Edit the title and sub-title placeholder above so that it exactly matches the wording and casing (capitalisation) in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not list author name (authorship is as per [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> sia3kxnjx6z0l45vcfv1uwe5khhjfvh 2720624 2720623 2025-07-03T23:14:24Z Jtneill 10242 2720624 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Chapter title:<br>Subtitle?}} <div align=center>Edit the title and sub-title placeholder above so that it exactly matches the wording and casing (capitalisation) in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include author name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> 8ptbc5dvraz9yutjccvn3es07a90try 2720625 2720624 2025-07-03T23:15:33Z Jtneill 10242 2720625 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Chapter title:<br>Subtitle?}} <div align=center>Edit the title and sub-title above so that it matches the wording and casing in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include your name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> ijhoibeuvqbw546vklhha588fx3lf0r 2720626 2720625 2025-07-03T23:16:08Z Jtneill 10242 2720626 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Chapter title:<br>Subtitle?}} <div align=center>Edit the title and sub-title to match the wording and casing in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include your name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> tvpmlnmitqjrmizquezhzd8ngykbdv7 2720628 2720626 2025-07-03T23:19:02Z Jtneill 10242 2720628 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Title:<br>Subtitle?}} <div align=center>Edit the title and sub-title to match the wording and casing in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include your name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] The Overview should start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> 7240vbhm6rzk8pzlkx3c9xp8e3txizr 2720629 2720628 2025-07-03T23:20:24Z Jtneill 10242 /* Overview */ 2720629 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Title:<br>Subtitle?}} <div align=center>Edit the title and sub-title to match the wording and casing in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include your name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|170px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] Start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> atisz8oi2lm2s5tfm2uolhuw2vlryn5 2720630 2720629 2025-07-03T23:21:36Z Jtneill 10242 /* Overview */ 2720630 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Title:<br>Subtitle?}} <div align=center>Edit the title and sub-title to match the wording and casing in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include your name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] Start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios or case studies describe applied/real-world examples of concepts in action * Case studies can be real or fictional * A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * It is often helpful to present case studies using [[#Feature boxes|feature boxes]]. {{anchor|Feature box}} ;Feature boxes * Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> 3mgx00zq8sosszx0ybika7oztgj4d35 2720631 2720630 2025-07-03T23:25:13Z Jtneill 10242 /* Learning features */ Update for 2025 2720631 wikitext text/x-wiki <noinclude> {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} <hr> </noinclude>{{title|Title:<br>Subtitle?}} <div align=center>Edit the title and sub-title to match the wording and casing in the [[Motivation and emotion/Book/2025|2025 list of topics]].<br>Seek approval for any changes.<br>Do not include your name (for authorship, see [[Special:History/{{PAGENAME}}|this page's edit history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Explore the topic, then brainstorm a structure.]] Start with an engaging [[#Scenarios|scenario or case study]] which illustrates the problem and engages reader interest. Include an image (e.g., see Figure 1). Present the scenario in a [[#Feature box|feature box]]. The feature box colour can be changed by: # Edit source # Change theme=3 to another number {{RoundBoxBottom}} This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]]. The Overview is typically consists of one to four paragraphs between the scenario and focus questions. Suggested word count for the Overview: 180 to 330 words. {{tip|Suggestions for this section: * Engage the reader with a scenario, example, or case study, and an accompanying image * Explain the problem and why it is important * Outline how psychological science can help * Present focus questions }} {{RoundBoxTop|theme=3}} '''Focus questions:''' Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between motivation and success? (closed-ended) {{sad}} * What is the relationship between motivation and success? (open-ended) {{smile}} {{RoundBoxBottom}} ==Headings== * Aim for three to six main headings between the [[#Overview|Overview]] and [[#Conclusion|Conclusion]] * Sub-headings can also be used, but: ** avoid having sections with only one sub-heading ** provide an introductory paragraph before breaking into sub-sections ==Key points== * Provide at least three bullet-points per heading and sub-heading, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, including the Overview section * Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text * [[commons:|Wikimedia Commons]] provides a library of embeddable images * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Refer to each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. Don't overuse feature boxes, otherwise they lose their effect. * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Refer to each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case except first letter and proper names, ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }}<includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> [[Category:Motivation and emotion/Book]]</noinclude> mxy38e91s54ytxkafayxhsivpq1jf0q 2 199556 2720698 2675878 2025-07-04T08:48:51Z Jtneill 10242 2720698 wikitext text/x-wiki [{{fullurl:https://en.wikiversity.org/w/index.php?title=User:Jtneill/sandbox|action=edit}} Edit the page source] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} 9r0555o9k7pftk4ev5ovvb7tl7rhts7 2720699 2720698 2025-07-04T08:51:05Z Jtneill 10242 2720699 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage/PageName|Link text]] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} 6jwdqzy002asc3u6tapon4q3g1go0qf 2720700 2720699 2025-07-04T08:51:48Z Jtneill 10242 2720700 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage|Edit source]] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} 7bwdw8zebbmcg7tlow8ug13r8eqxlwb 2720701 2720700 2025-07-04T08:52:58Z Jtneill 10242 2720701 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage/{{PageName}}|Edit source]] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} 9ff7tz4nqxyo2r6mircno60r6zoqavq 2720702 2720701 2025-07-04T08:54:25Z Jtneill 10242 2720702 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage/{{FullPageName}}|Edit source]] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} 2m5v8b07szuavn714wiy7a1zfqdje2v 2720703 2720702 2025-07-04T08:56:00Z Jtneill 10242 2720703 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage/{{FullPageName}}|Edit source]] {{FullPageName}} * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} nxzbasj0dn3ad3ditj2fo7moqw9pu4e 2720704 2720703 2025-07-04T08:59:01Z Jtneill 10242 2720704 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage/{{FULLPAGENAME}}|Edit source]] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} a6nocuiaqqtbihqyvb4wfiaw9yswoiw 2720705 2720704 2025-07-04T08:59:24Z Jtneill 10242 2720705 wikitext text/x-wiki Create an internal link to the edit source page using: [[Special:EditPage/{{FULLPAGENAME}}|Edit source]] * Something with poor grammar.{{g}}{{gr}}{{grammar}} * Something lack citation.{{f}}{{fact}}{{cn}} * Something to be written better.{{rewrite}}{{explain}} * Incorrectly spelt{{sp}}{{spelling}} {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} A very simple box can be created by using a space at the start of the line {{Collapse top|This is the title text}} {{lorem ipsum}} {{Collapse bottom}} {{Notice|This page is complete for 2022.}} {{Motivation and emotion/Lectures/Complete}} {{Motivation and emotion/Lectures|Lecture 01: Introduction|first}} {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> {{Motivation and emotion/Lectures/Navigation}} <inputbox> type=search width=24 prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> <inputbox> type=search width=25 namespaces=Main** prefix=Motivation and emotion searchbuttonlabel=Search bgcolor=transparent </inputbox> {|style="border-style: solid; border-width: 10px 10px 10px 10px" |- | style="padding: 0 0 50px 0" | Hello |- | Goodbye |} ==Junk== <span style="background:#00FF00">On Campus</span>, outside 1C33 ({{attention}}during lockdown, this will be in the Virtual Room) {{collapse box|Contributions: Wikiversity| # 13:27, 21/08/21: Grammatical error revised with addition of "?" [https://en.wikiversity.org/w/index.php title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 13:27, 21/08/21: Added headings "see also", "refrences", and "external links" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2308014&oldid=2307379] # 15:59, 27/08/21: Grammatical error revised "nasa" to "NASA" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FImposter_syndrome&type=revision&diff=2310667&oldid=2309962] # 9:00, 12/09/21: Inserted chapter template to book 'Sublimation' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Sublimation&action=history] # 11:01, 12/09/21: Inserted chapter template to book 'Limbic system and emotion' [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FLimbic_system_and_emotion&type=revision&diff=2317354&oldid=2301485] # 9:33, 12/09/21: Multiple small structural edits and grammatical changes. Also commented "colloquial" in response to informal language and "repetition" to a sentence used twice [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FHypomania_and_motivation&type=revision&diff=2317363&oldid=2244447] # 12/09/21, 9:36: Comment added "reference?" to questionably factual claim[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:37, 12/09/21: Comment added "Check your reference order, they are incorrect" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FMusic_and_study&type=revision&diff=2317364&oldid=2238513] # 9:53, 12/09/21: Grammar and spelling edits made such as "Of" to "of" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FCOVID-19_pandemic_impacts_on_motivation_and_emotion&type=revision&diff=2317367&oldid=2305679] # 9:51, 12/09/21: General overview with some comments made pertaining to spelling, grammar, and again, questionably factual claims [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FAntidepressants_and_motivation&type=revision&diff=2317366&oldid=2312772] # 10:12, 12/09/21: Minor revisions made to grammar and spelling such as "The University" replacing "university" [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FSelf-regulated_learning&type=revision&diff=2317372&oldid=2317371] # 19:45, 15/09/21: Minor edits to spelling and grammar [https://en.wikiversity.org/w/index.phptitle=Motivation_and_emotion%2FBook%2F2021%2FGratitude&type=revision&diff=2317999&oldid=2317779] }} <blockquote>sdakfjasl;kdfjdsf (see Table 1).</blockquote> Table 1. This is an APA Style Table {| class="wikitable" |+ ! !Col 1 ! |- | | |xxx |- | | | |- | | | |} https://www.sciencedirect.com/science/article/abs/pii/S1359178917300940?casa_token=B1ixm5Cy4i8AAAAA:t41F6gfsugqIPjsBZSNvCyz3iuZNSPgxaKrAojkbNE2xKJIfDDN1k5vM7f4TRCMtdathPWQ6_HnD ==Dual category search including one category with subcategories== Search all chapters: <inputbox> type=search width=20 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==2== ==3== ==4== {{RoundBoxRight}} <div style="text-align: center; font-size: larger; font-weight: bold;">[[/How to make a multimedia recording/]] (45 mins)<br>[[File:Parodyfilm.png|center|65px]]</div> {{LeftRightBoxClose}} {{quote|<big>Quote text</big><br>- [[q:author| Author details]]}} {{RoundBoxTop|theme=15}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} Text goes here {{RoundBoxBottom}} {{RoundBoxTop|theme=3}}'''Focus questions:''' * What is x? * What is the relationships between conscientiousness and motivation? {{RoundBoxBottom}} {{Robelbox|theme={{{theme|10}}}|title=Money and extrinsic motivation}}<div style="{{Robelbox/pad}}"> Financial gain is a unique motive as it is an [https://en.wikipedia.org/wiki/Motivation#Extrinsic_motivation extrinsic motivation]. Whilst revenge and self-defence motivations (see below) typically stem from internal needs, killing for money is a behaviour that is motivated purely by external rewards. This motivation arises from outside the individual with money acting as an [https://en.wikipedia.org/wiki/Incentive incentive]. Killing for money can be seen as an externally regulated behaviour that is performed to obtain reward (Reeve, 2018). Unsurprisingly, people who are motivated through external regulation show poor functioning and poor outcomes, both of which can be related to homicidal behaviour (Ryan & Deci, 2017). </div> {{Robelbox/close}} k0a39zuqw8zuuvh77j8zzbc6h0w5h2k 0 199885 2720659 2720475 2025-07-04T03:29:45Z Jtneill 10242 2720659 wikitext text/x-wiki <noinclude>{{title|Graduate attributes}}</noinclude> [[Motivation and emotion|This unit]] fosters the following [[University of Canberra/Graduate attributes|University of Canberra graduate attributes]]: # '''Professional''': ##communicate effectively; ##display initiative and drive, and use their organisation skills to plan and manage their workload; ##employ up-to-date and relevant knowledge and skills; ##use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; # '''Global citizen''': ##adopt an informed and balanced approach across professional and international boundaries; ##communicate effectively in diverse cultural and social settings; ##make creative use of technology in their learning and professional lives; # '''Lifelong learner''': ##adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; ##evaluate and adopt new technology. The graduate attributes are mapped to the [[Motivation and emotion/Assessment|assessment]] items as shown in this table: {{center top}} {| border=1 cellspacing=0 cellpadding=5 | style="width:80%" |- ! style="width: 24%" | Category ! style="width: 24%" | Attribute ! style="width: 13%" | [[Motivation and emotion/Assessment/Topic|Topic development]] ! style="width: 13%" | [[Motivation and emotion/Assessment/Chapter|Book chapter]] ! style="width: 13%" | [[Motivation and emotion/Assessment/Exam|Exam]] |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Communicate effectively | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Display initiative and drive | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Knowledge and skills up-to-date | | style="text-align:center;"|✔ | style="text-align:center;"|✔ |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Solve problems via thinking | | style="text-align:center;"|✔ | |- | style="text-align:left;"|2. Global citizen | style="text-align:left;"|Informed and balanced | | style="text-align:center;"|✔ | |- | style="text-align:left;"|2. Global citizen | style="text-align:left;"|Communicate diversely | | style="text-align:center;"|✔ | |- | style="text-align:left;"|2. Global citizen | style="text-align:left;"|Creative use of technology | | style="text-align:center;"|✔ | |- | style="text-align:left;"|3. Lifelong learner | style="text-align:left;"|Engage in new ideas | | style="text-align:center;"|✔ | |- | style="text-align:left;"|3. Lifelong learner | style="text-align:left;"|Adopt new technology | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |} {{center bottom}} Through this unit, many skills are likely to be developed which can be incorporated into resumes and professional portfolios such as: * Demonstrated ability to use professional knowledge to address applied psychological problems. * Confidence in written and verbal communication of ideas using collaborative, online platforms. * Capacity to learn new technologies for addressing novel problems. If you don't feel confident declaring such skills by the end of the unit then they could be considered targets for further skill development (e.g., through internship). Consider including your [[Motivation and emotion/Assessment/Chapter|book chapter]] as a work example (artefact) in your e-portfolio.<noinclude> [[Category:{{#titleparts:{{PAGENAME}}|2}}]] </noinclude> 4o5ou3sapj2hsz7hk7tc9e7tubxjxl9 2720660 2720659 2025-07-04T03:31:11Z Jtneill 10242 2720660 wikitext text/x-wiki <noinclude>{{title|Graduate attributes}}</noinclude> [[Motivation and emotion|This unit]] fosters the following [[University of Canberra/Graduate attributes|University of Canberra graduate attributes]]: # '''Professional''': ##communicate effectively; ##display initiative and drive, and use their organisation skills to plan and manage their workload; ##employ up-to-date and relevant knowledge and skills; ##use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; # '''Global citizen''': ##adopt an informed and balanced approach across professional and international boundaries; ##communicate effectively in diverse cultural and social settings; ##make creative use of technology in their learning and professional lives; # '''Lifelong learner''': ##adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; ##evaluate and adopt new technology. The graduate attributes are mapped to the [[Motivation and emotion/Assessment|assessment]] items as shown in this table: {{center top}} {| border=1 cellspacing=0 cellpadding=5 | style="width:80%" |- ! style="width: 24%" | Category ! style="width: 24%" | Attribute ! style="width: 13%" | [[Motivation and emotion/Assessment/Topic|Topic development]] ! style="width: 13%" | [[Motivation and emotion/Assessment/Chapter|Book chapter]] ! style="width: 13%" | [[Motivation and emotion/Assessment/Exam|Exam]] |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Communicate effectively | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Display initiative and drive | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Knowledge and skills up-to-date | | style="text-align:center;"|✔ | style="text-align:center;"|✔ |- | style="text-align:left;"|1. Professional | style="text-align:left;"|Solve problems via thinking | | style="text-align:center;"|✔ | |- | style="text-align:left;"|2. Global citizen | style="text-align:left;"|Informed and balanced | | style="text-align:center;"|✔ | |- | style="text-align:left;"|2. Global citizen | style="text-align:left;"|Communicate diversely | | style="text-align:center;"|✔ | |- | style="text-align:left;"|2. Global citizen | style="text-align:left;"|Creative use of technology | | style="text-align:center;"|✔ | |- | style="text-align:left;"|3. Lifelong learner | style="text-align:left;"|Engage in new ideas | | style="text-align:center;"|✔ | |- | style="text-align:left;"|3. Lifelong learner | style="text-align:left;"|Adopt new technology | style="text-align:center;"|✔ | style="text-align:center;"|✔ | |} {{center bottom}} Through this unit, many skills are likely to be developed which can be incorporated into resumes and professional portfolios such as: * Demonstrated ability to use professional knowledge to address applied psychological problems. * Confidence in written and verbal communication of ideas using collaborative, online platforms. * Capacity to learn new technologies for addressing novel problems. If you don't feel able to declare such skills by the end of the unit then considered then prioritise them as targets for further professional development (e.g., through internship). Consider including your [[Motivation and emotion/Assessment/Chapter|book chapter]] as a work example (artefact) in your e-portfolio.<noinclude> [[Category:{{#titleparts:{{PAGENAME}}|2}}]] </noinclude> m05l43rrsfnxssj1af78uvxtindsxug 102 205424 2720596 2720595 2025-07-03T12:12:33Z MathXplore 2888076 Reverted edits by [[Special:Contributions/41.115.36.195|41.115.36.195]] ([[User_talk:41.115.36.195|talk]]) to last version by [[User:Dave Braunschweig|Dave Braunschweig]] using [[Wikiversity:Rollback|rollback]] 1493845 wikitext text/x-wiki <!-- To add related content, copy the entire {{#categorytree}} block and add another block for the new category in alphabetical order. --> {{#categorytree:Biology |mode=categories |depth=0 |showcount=on }} 7xs501y0igff578wjs7md3h5y1ur6d9 102 206117 2720711 2598859 2025-07-04T10:48:38Z 178.52.109.56 shykgtf 2720711 wikitext text/x-wiki figogtkgfufhf 5r6zlm0j8fyt23m2bkezemi4j0vlcrj 0 221601 2720614 2675455 2025-07-03T23:02:48Z Jtneill 10242 /* Overview */ Update for 2025 2720614 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2024 |month = 08 |day = 15 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== * Develop a chapter plan which consists of: *# Title and sub-title *# Headings *# Overview *# Key points with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* 2+ external links (to external resources) *# User page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on user page (1 direct edit, 1 talk page comment, and 1 discussion or social media {{Motivation and emotion/Hashtag}} post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length for this assessment exercise. The top-ranked 2022 topic development [[#Examples|examples]] ranged from 875 to 2873 words (average 1681). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] p203qgrve2pmlhr849xeeaeuckssdua 2720620 2720614 2025-07-03T23:09:38Z Jtneill 10242 /* Instructions */ Update for 2025 2720620 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2024 |month = 08 |day = 15 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] cyfqw9e0e8hm19hewwq7taxzub74nzs 2720642 2720620 2025-07-03T23:42:54Z Jtneill 10242 Update for 2025 2720642 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}} — keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] hq7tbhvmf4gubmarmddgnck3sf809w0 2720667 2720642 2025-07-04T03:44:48Z Jtneill 10242 2720667 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}}) with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] dlcdyvgiy4gktbfzwxfaq4d1msz2spn 2720670 2720667 2025-07-04T04:22:56Z Jtneill 10242 /* Extensions and late submissions */ 2720670 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Assignment Extension Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] dbvw0thzdwu9moh9bk03lz98roabnwd 2720671 2720670 2025-07-04T04:23:53Z Jtneill 10242 /* Extensions and late submissions */ 2720671 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] i141h5wrmw0cgs2wa9vcr7550cmng1n 2720673 2720671 2025-07-04T04:25:49Z Jtneill 10242 /* Instructions */ 2720673 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] exhgd9yjl1d763uhwl5z4itdaidbiok 2720674 2720673 2025-07-04T04:26:05Z Jtneill 10242 /* Instructions */ 2720674 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] bysliwe87wq4gga31ajmdjbta4psba2 2720677 2720674 2025-07-04T04:29:40Z Jtneill 10242 /* Instructions */ * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} 2720677 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) at the top of the page * Use correct [[w:Letter case#Sentence case|sentence casing]], punctuation, spacing etc. * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] m3g69243j402wxdmt1zsrn7s4fn33db 2720678 2720677 2025-07-04T04:31:08Z Jtneill 10242 /* Title and sub-title (10%) */ 2720678 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording, [[w:Letter case#Sentence case|casing]], punctuation etc. for the title and sub-title (i.e., as per the [[Motivation and emotion/Book|list of topics]]) * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] gi44mk022n8i21y3vndiqadlo5u0jmf 2720679 2720678 2025-07-04T04:31:52Z Jtneill 10242 /* Marking criteria */ 2720679 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording, [[w:Letter case#Sentence case|casing]], punctuation etc. for the title and sub-title (i.e., as per the [[Motivation and emotion/Book/2025|2025 list of topics]]) * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Wikiversity user page has been created * User page provides information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{Anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] kxual62143zhv9gygqnk8zb1hmjjnpm 2720680 2720679 2025-07-04T04:33:44Z Jtneill 10242 /* User page (10%) */ 2720680 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording, [[w:Letter case#Sentence case|casing]], punctuation etc. for the title and sub-title (i.e., as per the [[Motivation and emotion/Book/2025|2025 list of topics]]) * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Create a Wikiversity user page that matched your user account * Edit the user page to provide information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum or contribute to the {{Motivation and emotion/Hashtag}} X hashtag * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] jkeo5mxl6y1zzkqig2yku1odjanc0wv 2720681 2720680 2025-07-04T04:34:12Z Jtneill 10242 /* Social contribution (10%) */ 2720681 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording, [[w:Letter case#Sentence case|casing]], punctuation etc. for the title and sub-title (i.e., as per the [[Motivation and emotion/Book/2025|2025 list of topics]]) * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Create a Wikiversity user page that matched your user account * Edit the user page to provide information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum<!-- or contribute to the {{Motivation and emotion/Hashtag}} X hashtag --> * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum and/or using the hashtag on social media. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] 5fchw0x5ytcbnl3b2ubh1pn57qlrvpo 2720682 2720681 2025-07-04T04:35:05Z Jtneill 10242 /* Grade descriptions */ 2720682 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due: {{/Due}} * Tasks ** Create a Wikiversity user account ** Select or negotiate an approved topic ** Build editing skills ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]]: *** title/sub-title *** headings *** overview *** key points *** figure *** learning feature *** resources (see also and external links) *** references ** Create a Wikiversity user page ** Summarise at least three social contributions on your Wikiversity user page * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] *Feedback will be provided to guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting *Marks and feedback should be returned before Census Date (end of Week 4) **Marks will be available via {{Motivation and emotion/Canvas}}—keep an eye on Announcements **Written feedback will be available via the topic's Wikiversity discussion page *Follow up if you don't understand the feedback ==Extensions and late submissions== * Extension requests require an Extension Application Form to be submitted via {{Motivation and emotion/Canvas}} with appropriate documentary evidence * Submissions are accepted up to 3 days late (-10% per day late) * If you don't submit this assessment on time, withdrawal from the unit before Census Date (end of Week 4) is recommended ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Be professional — communicate effectively | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | Get organised by selecting a topic and submitting an on-time chapter plan. |- style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | Learn how to edit in a collaborative, online environment. |} ==Instructions== The following instructions should be used to guide the topic development. * Develop a chapter plan which consists of: *# Title and sub-title (pre-approved or negotiated) *# Headings *# Overview *# Key points for each heading with citations *# 1+ relevant figure(s) *# 1+ learning feature *# 6+ references *# 4+ resources *#* See also: 2+ internal links (1 to Wikipedia and 1 to a Wikiversity page) *#* External links: 2+ external links (to external resources) *# Wikiversity user page self-introduction which links to the chapter being worked on and other profiles *# Social contributions summary with direct links to evidence on Wikiversity user page: *#* 1 direct edit to improve another book chapter (past or present) *#* 1 talk page comment on another book chapter (past or present) *#* 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit the topic development URL (website address), your Wikiversity user name, and a PDF of the topic development via {{Motivation and emotion/Canvas}} ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording, [[w:Letter case#Sentence case|casing]], punctuation etc. for the title and sub-title (i.e., as per the [[Motivation and emotion/Book/2025|2025 list of topics]]) * See [[#Examples|examples]] {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative and correctly formatted top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings (i.e., avoid sections which only contain 1 sub-heading). Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) * See [[#Examples|examples]] {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional) in a feature box * At least 3 dot points outlining the "problem" (i.e., explain the key concepts and importance of the topic) which will be expanded into sentences and paragraphs for the book chapter * 3 to 5 focus questions that unpack the topic and address the sub-title in a feature box * See [[#Examples|examples]] {{anchor|Key points}} ===Key points (10%)=== * Provide at least 3 key points per section (i.e., per heading or sub-heading) which summarise psychological science (theory and research) about the topic, including key citations * Overview relevant theory(ies) * Overview key research * Provide at least 1 key point before branching into sub-sections * Provide at least 3 key points for sections which do not branch into sub-sections * Focus on addressing the problem (i.e., is the proposed content answering the question in the sub-title?) * See [[#Examples|examples]] {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Provide a descriptive caption underneath the figure * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy view (i.e., not too big or too small) * See [[#Examples|examples]] {{Anchor|Learning feature}} ===Learning feature (10%)=== * Include at least 1 learning feature with customised content out of: ** Another scenario/case study: In addition to the scenario/case study in the Overview, provide a follow-up or second scenario/case study in the main body in a feature box ** Embed internal (wiki) links for keywords to further info: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption * See [[#Examples|examples]] {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references for peer-reviewed sources * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles * See [[#Examples|examples]] {{anchor|Resources}} ===Resources (10%)=== * See also: Provide 2+ internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * External links: Provide 2+ external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Wikipedia) ** Use alphabetical order * See [[#Examples|examples]] {{anchor|User page}} ===User page (10%)=== * Create a Wikiversity user page that matched your user account * Edit the user page to provide information about yourself * Recommended headings: ** About me ** Book chapter I'm working on ** Social contributions * Consider linking to your other online profiles * See [[#Examples|examples]] {{anchor|Social contribution}} {{anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to direct evidence that you have made at least 3 different types of contributions: ** direct edit to improve a book chapter topic development page (current or previous topics) ** provide useful feedback by commenting on a book chapter topic development talk page (current or previous topic talk pages) ** post to the {{Motivation and emotion/Canvas}} discussion forum<!-- or contribute to the {{Motivation and emotion/Hashtag}} X hashtag --> * [[Motivation and emotion/Wikiversity/Social contributions|More info]] | [[#Examples|Examples]] ==Grade descriptions== This section describes typical characteristics of topic developments at each grade level, based on the [[#Marking criteria|marking criteria]]. {| border=1 cellpadding=7 cellspacing=0 style = "background:transparent; width:90%" ! Grade ! Description |- | style="width:140px; vertical-align:top;" | '''HD (High Distinction)''' | A clear, complete, easy to understand plan is presented. Considerable depth and breadth of theoretical and research knowledge of the topic is demonstrated via the scope and detail within the plan. All recommended sections are provided. The development of the plan illustrates that the author has actively engaged in developing skills required for collaborative online writing and editing (e.g., interwiki links are provided for key terms, responses are made to comments on the chapter talk page). There are citations to more than 6 key academic sources with references provided in APA style. The author introduces themself on their Wikiversity user page and summarises and provides directly verifiable evidence of editing another chapter, comment provided on another chapter's talk page, and posting to the discussion forum. |- | style="vertical-align:top;" | '''DI (Distinction)''' | A very good, understandable plan is presented. The plan includes key relevant theory and research, with relevant references. The material is well organised into sections, with minimal spelling and grammar issues. There is good evidence that the author has developed the capacity to work effectively in the collaborative editing environment. The author's user page is set up and links to evidence of social contributions. However, there is at least 1 area for improvement. |- | style="vertical-align:top;" | '''CR (Credit)''' | A competent plan is presented. The plan includes the main ideas and sections necessary for developing a good chapter about the topic. Some aspects of the plan, however, may be missing, limited, or problematic. For example, the headings and structure may be under-developed, the reference list may indicate a lack of depth in investigation of the topic, use of wiki links and/or images could often be improved, and/or user page set-up feedback about other chapters may not have been completed. |- | style="vertical-align:top;" | '''P (Pass)''' | A basic, sufficient plan is presented, however there may be incomplete coverage of relevant theory and research, and/or a lack of depth or breadth in conceptualising the chapter. The chapter plan covers basic theory and research about the topic, but lacks detail about how the concepts will be brought together to help address the topic. A basic heading structure is presented, but is likely to need more sections and/or improved formatting or organisation. Spelling and grammar problems are often evident. Citation and referencing tends to be missing or limited in scope and quality (e.g., top peer-reviewed citations about the topic haven't been cited). These plans usually have very brief edit histories (e.g., less than 24 hours) and are often noticeably shorter than plans which attract higher grades. Authors often haven't set up an informative user page or provided evidence of engagement with the development of other chapter plans. |- | style="vertical-align:top;" | '''F (Fail)''' | The plan is insufficient and/or incomplete. Major gaps and/or errors in content are evident. Little evidence of awareness of relevant theory, research, and use of peer-reviewed references. These plans typically have under-developed heading structures and do not illustrate the use of key editing skills. Written expression is often undermined by poor spelling and/or grammar. These plans typically have very brief editing histories (e.g., consist of a few, last minute edits). There is generally no evidence of active engagement with the development of other chapters. |} ==Examples== This section provides links to examples of topic development submissions which received 100%. Notes: * The links go to snapshots of pages as submitted. They are not the final submissions for the book chapter. * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. They should nevertheless serve as useful guides. * Some of the examples have gone beyond the minimum requirements for 100% in that they were underway with drafting with the full chapter. It is possible to get 100% using only dot points rather than the full sentences and paragraphs. ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] — [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] ;2022 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Compassion&oldid=2420004 Compassion] — [https://en.wikiversity.org/w/index.php?title=User:U3203545&oldid=2420008 U3203545] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Childhood_trauma_and_subsequent_drug_use&oldid=2429214 Childhood trauma and subsequent drug use] — [https://en.wikiversity.org/w/index.php?title=User:U3210431&oldid=2419862 U3210431] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Disappointment&oldid=2420355 Disappointment] — [https://en.wikiversity.org/w/index.php?title=User:U3216256&oldid=2420416 U3216256] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Fear&oldid=2419996 Fear] — [https://en.wikiversity.org/w/index.php?title=User:Icantchooseone&oldid=2419390 Icantchooseone] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Financial_investing,_motivation,_and_emotion&oldid=2420729 Financial investing, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3217287&oldid=2420715 U3217287] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Money_priming,_motivation,_and_emotion&oldid=2420693 Money priming, motivation, and emotion] — [https://en.wikiversity.org/w/index.php?title=User:Molzaroid&oldid=2418874 Molzaroid] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Nature_therapy&oldid=2420231 Nature therapy] — [https://en.wikiversity.org/w/index.php?title=User:Ana028&oldid=2420232 Ana028] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Video_conferencing_fatigue&oldid=2421389 Video conferencing fatigue] - [https://en.wikiversity.org/w/index.php?title=User:U3211603&oldid=2418246 U3211603] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Window_of_tolerance&oldid=2419756 Window of tolerance] — [https://en.wikiversity.org/w/index.php?title=User:U3223109&oldid=2417630 U3223109] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2022/Work_and_flow&oldid=2421675 Work and flow] — [https://en.wikiversity.org/w/index.php?title=User:U3213441&oldid=2420956 U3213441] <!-- ;2021 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Affective_disorders&oldid=2314003 Affective disorders] — [https://en.wikiversity.org/w/index.php?title=User:U3186377&action=history U3186377] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Cognitive_dissonance_and_motivation&oldid=2313463 Cognitive dissonance and motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3202904&action=history U3202904] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Domestic_violence_motivation&oldid=2313842 Domestic violence motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3194166&oldid=2313868 U3194166] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Fantasy_and_sexual_motivation&oldid=2313839 Fantasy and sexual motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3187741&oldid=2313844 U3187741] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Laziness&oldid=2312068 Laziness] — [https://en.wikiversity.org/w/index.php?title=User:U3187874&oldid=2310813 U3187874] * [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2021/Non-English_emotion_words Non-English emotion words] — [https://en.wikiversity.org/w/index.php?title=User:U3202854&oldid=2312677 U3202854] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Positive_illusions_about_the_self&oldid=2312873 Positive illusions about the self] — [https://en.wikiversity.org/w/index.php?title=User:U3187178&oldid=2311466 U3187178] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2021/Torture_motivation&oldid=2311842 Torture motivation] — [https://en.wikiversity.org/w/index.php?title=User:J.Payten&oldid=2311388 J.Payten] ;2020 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Body_image_flexibility&oldid=2196896 Body image flexibility] — [https://en.wikiversity.org/w/index.php?title=User:U3170940&oldid=2191350 U3170940] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Emotional_self-efficacy&oldid=2200012 Emotional self-efficacy] — [https://en.wikiversity.org/w/index.php?title=User:U3190210&oldid=2198005 U3190210] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Guilty_pleasure&oldid=2196391 Guilty pleasure] — [https://en.wikiversity.org/w/index.php?title=User:U3160224&oldid=2198079 U3160224] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Meta-emotion&oldid=2199480 Meta-emotion] — [https://en.wikiversity.org/w/index.php?title=User:U3190467&oldid=2194797 U3190467] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2020/Methamphetamine_and_emotion&oldid=2199878 Methamphetamine and emotion] — [https://en.wikiversity.org/w/index.php?title=User:NUMBLA0371&oldid=2199869 NUMBLA0371] ;2019 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2019/Growth_mindset_development&oldid=2052186 Growth mindset development] — [https://en.wikiversity.org/w/index.php?title=User:U3172958&oldid=2051716 U3172958] ;2018 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2018/Familicide_motivation&oldid=1916838 Familicide motivation] — [https://en.wikiversity.org/w/index.php?title=User:U3160212&oldid=1915671 U3160212] ;2017 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2017/Awe_and_well-being&oldid=1730944 Awe and well-being] — [https://en.wikiversity.org/w/index.php?title=User:U3122707&oldid=1730836 U3122707] --> ==Licensing== Contributions to Wikiversity are made under [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 ShareAlike] (CC-BY-SA 4.0) and [http://www.gnu.org/copyleft/fdl.html GFDL] licenses. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. These licenses are irrevocable.For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under these licenses, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment]] options with the unit convener. ==See also== * [[/Checklist|Topic development — Checklist]] * Marking and feedback ** [[Motivation and emotion/Assessment/Topic/Feedback|General feedback]] ** [[Template:METF|Official feedback template]] * Tutorials ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03: Social contributions]] * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Topic| ]] [[Category:Motivation and emotion guidelines]] 4kmfdlye09bk6fuhvymo71m6lsp37p0 0 224173 2720612 2236443 2025-07-03T22:25:17Z 2603:6010:C900:4898:BDEC:F504:434A:3FC5 2720612 wikitext text/x-wiki [[File:Einstein en Lorentz.jpg|220px|thumb|right|[[w:Hendrik Antoon Lorentz|''Hendrik Antoon Lorentz'']] (right) after whom the [[w:Lorentz group|''Lorentz group'']] is named and [[w:Albert Einstein|''Albert Einstein'']] whose [[w:special theory of relativity|''special theory of relativity'']] is the main source of application. Photo taken by [[w:Paul Ehrenfest|''Paul Ehrenfest'']] 1921.]] <gallery> Google.jpg|no Lorentz group.jpg|yes </gallery> The [[w:Lorentz group|''Lorentz group'']] is a [[w:Lie group|''Lie group'']] of symmetries of the [[w:spacetime|''spacetime'']] of [[w:special relativity|''special relativity'']]. This group can be realized as a collection of [[w:matrix (mathematics)|''matrices'']], [[w:linear transformation|''linear transformations'']], or [[w:unitary operator|''unitary operators'']] on some [[w:Hilbert space|''Hilbert space'']]; it has a variety of [[w:Representations of Lie groups|''representations'']]. In any relativistically invariant physical theory, these representations must enter in some fashion;<ref group=nb>The way in which it enters may take many shapes depending on the theory at hand. While not being the present topic, some details will be provided in footnotes labeled "nb", and in the section [[#Applications|applications]].</ref> physics itself must be made out of them. Indeed, special relativity together with [[w:quantum mechanics|''quantum mechanics'']] are the two physical theories that are most thoroughly established,<ref group=nb>{{harvnb|Weinberg|2002|p=1}} ''"If it turned out that a system could not be described by a quantum field theory, it would be a sensation; if it turned out it did not obey the rules of quantum mechanics and relativity, it would be a cataclysm."''</ref> and the conjunction of these two theories is the study of the infinite-dimensional unitary representations of the Lorentz group. These have both historical importance in mainstream physics, as well as connections to more speculative present-day theories. The full theory of the finite-dimensional representations of the [[w:Lie algebra|''Lie algebra'']] of the Lorentz group is deduced using the general framework of the representation theory of [[w:semisimple Lie algebra|''semisimple Lie algebras'']]. The finite-dimensional representations of the connected component {{math|SO(3; 1)⁺}} of the full Lorentz group {{math|O(3; 1)}} are obtained by employing the [[w:Lie correspondence|''Lie correspondence'']] and the [[w:matrix exponential|''matrix exponential'']]. The full finite-dimensional representation theory of the [[w:universal covering group|''universal covering group'']] (and also the [[w:spin group|''spin group'']], a double cover) {{math|SL(2, ℂ)}} of {{math|SO(3; 1)⁺}} is obtained, and explicitly given in terms of action on a function space in [[#Representations of SL(2, C) and sl(2, C)|representations of SL(2, C) and sl(2, C)]]. The representatives of [[w:T-symmetry|''time reversal'']] and [[w:Parity (physics)|''space inversion'']] are given in [[#Space inversion and time reversal|space inversion and time reversal]], completing the finite-dimensional theory for the full Lorentz group. The general [[#Properties of the (''m'', ''n'') representations|properties of the (''m'', ''n'') representations]] are outlined. [[#Action on function spaces|Action on function spaces]] is considered, with the action on [[#Spherical harmonics|spherical harmonics]] and [[#The Riemann P-functions|the Riemann P-function]] appearing as examples. The infinite-dimensional case of irreducible unitary representations is [[#Clasification|classified]] and realized for the [[#Principal series|principal series]] and the [[w:complementary series|''complementary series'']]. Finally, the [[#Plancherel formula|Plancherel formula]] for {{math|SL(2, ℂ)}} is given. The development of the representation theory has historically followed the development of the more general theory of representation theory of [[w:semisimple group|''semisimple groups'']], largely due to [[w:Élie Cartan|''Élie Cartan'']] and [[w:Hermann Weyl|''Hermann Weyl'']], but the Lorentz group has also received special attention due to its importance in physics. Notable contributors are physicist [[w:E. P. Wigner|''E. P. Wigner'']] and mathematician [[w:Valentine Bargmann|''Valentine Bargmann'']] with their [[w:Bargmann–Wigner equations|''Bargmann–Wigner programme'']],<ref>{{harvnb|Bargmann|Wigner|1948}}</ref> one conclusion of which is, roughly, ''a classification of all unitary representations of the inhomogeneous Lorentz group amounts to a classification of all possible relativistic wave equations''.<ref>{{harvnb|Bekaert|Boulanger|2006}}</ref> The classification of the irreducible infinite-dimensional representations of the Lorentz group was established by [[w:Paul Dirac|''Paul Dirac'']]´s doctoral student in theoretical physics, [[w:Harish-Chandra|''Harish-Chandra'']], later turned mathematician,<ref group=nb>In 1945 Harish-Chandra came to see Dirac in Cambridge. He became convinced that he was not suitable for theoretical physics. Harish-Chandra had found an error in a proof by Dirac in his work on the Lorentz group. Dirac said "I am not interested in proofs but only interested in what nature does." Harish-Chandra later wrote "This remark confirmed my growing conviction that I did not have the mysterious sixth sense which one needs in order to succeed in physics and I soon decided to move over to mathematics." Dirac did however suggest the topic of his thesis, the classification of the irreducible infinite-dimensional representations of the Lorentz group. See {{harvnb|Dalitz|Peierls|1986}}</ref> in 1947. The [[#Non-technical introduction to representation theory|non-technical introduction]] contains some prerequisite material for readers not familiar with representation theory. The Lie algebra basis and other adopted conventions are given in [[#Conventions and Lie algebra bases|conventions and Lie algebra bases]]. == Non-technical introduction to representation theory == The present purpose is to illustrate the role of representation theory of groups in mathematics and in physics. Rigor and detail take the back seat, as the main objective is to fix the ''notion'' of finite-dimensional and infinite-dimensional representations of the Lorentz group. The reader familiar with these concepts should skip by. {{Hidden begin| titlestyle = color:green;background:lightgrey;|title=Prerequisites outlined}} === Symmetry groups === {{Main|Group (mathematics)|Symmetry group}} [[File:group D8 90.svg|140px|left|thumb|A 90° clockwise rotation of the square around its center. This is one of the symmetries of a square.]] The mathematical notion of a [[w:group (mathematics)|''group'']] and the notion of [[w:symmetry|''symmetry'']] in both mathematics and physics are intimately related. A group has the simple property that if one element of a group is multiplied by another, the result is another element of the group. The same can, mutatis mutandis, be said of symmetries. Apply one symmetry operation (physically or by changing coordinate system), and then another one. The result is that of applying a ''single'' symmetry operation. Else they don't qualify as a symmetry operations the present context. [[w:Group theory|''Group theory'']] is thus the mathematical language in which symmetries of nature are expressed.<ref>{{harvnb|Tung|1985|loc=Preface.}}</ref> These may relate to very concrete symmetries of physical objects, like the [[w:Group (mathematics)#Second example: a symmetry group|''symmetries of a square'']]. One then speaks of the [[w:symmetry group|''symmetry group'']] associated with the object. In the case of a square, the symmetry group, called the [[w:Dihedral group|''dihedral group'' {{math|D₄}}]], is finite. For instance, only some [[w:rotation|''rotations'']], and some [[w:Reflection (mathematics)|''reflections'']] in the [[w:Euclidean plane|''plane'']], will make the transformed square look exactly like it did before the symmetry operation. Other objects possess higher symmetry. The [[w:sphere|''sphere'']] is the extreme example. It possesses full [[w:rotational symmetry|''rotational symmetry'']] and [[w:Reflection symmetry|''reflectional symmetry'']]. Rotate or reflect a ball with any kind of rotation or reflection about any plane through the origin, and it will look exactly the same as before the symmetry operation. A central fact is that the symmetry groups can be represented by matrices.<ref group=nb>This is true of all groups encountered in the present context. There are examples of non-compact Lie groups not allowing a matrix representation.</ref> In the case of {{math|''D''₄}} for the square, the [[w:Dihedral group#Matrix representation|''matrix representation'']] is composed of eight {{math|2 × 2}} matrices. In the case of the symmetries of a sphere, the matrix group is the [[w:orthogonal group|''orthogonal group'']] of three dimensions. These are {{math|3 × 3}} matrices. === Symmetry of space and time === ::Main articles: [[w:Symmetry (physics)#Spacetime symmetries|''Symmetry (physics)#Spacetime symmetries'']], [[w:Spacetime symmetries|''Spacetime symmetries'']], and [[w:Lorentz group|''Lorentz group'']] [[File:Sphere wireframe 10deg 6r.svg|140px|right|thumb|The sphere, a maximally symmetric object.]] Less obvious is that ''space'' itself possesses symmetry. It too looks the same, no matter how one rotates it, so it has rotational symmetry. In fact, in this case, it is more practical to use [[w:Active and passive transformation|''passive rotations'']], meaning the observer<ref group=nb>It is tacitly always assumed that each [[w:inertial frame|''inertial frame'']] has a dedicated ''Lorentz observer'', I. e. someone who has, in principle, a complete record (i. e. coordinates!) of every event as observed in that frame.</ref> rotates himself and does not attempt to physically rotate the universe. Mathematically, the ''active'' operation of a rotation is performed by multiplying [[w:position vector|''position vectors'']] by a [[w:rotation matrix|''rotation matrix'']]. A [[w:Passive transformation|''passive rotation'']] is accomplished by rotating only the basis vectors of the coordinate system. (Envisage the coordinate system being fixed in the rotated observer. Then ''actively'' rotate the observer ''only''.) In this way, every point in space obtains new coordinates, just as if it was somehow physically rigidly rotated. The Lorentz group contains all rotation matrices, extended to four dimensions with zeros in the first row and the first column except for the upper left element which is one, as elements. There are, in addition, matrices that effect [[w:Lorentz boost|''Lorentz boosts'']]. These can be thought of in the passive view as (instantly!) giving the coordinate system (and with it the observer) a velocity in a chosen direction. Two special transformations are used to invert the coordinate system in space, [[w:Parity (physics)|''space inversion'']], and in time, [[w:T-symmetry|''time reversal'']]. In the first case, the space coordinate axes are reversed. The latter is reversal of the time ''direction''. This is best though of as just having the observer set his clock at ''minus'' what it shows and then have the clock's hands move counterclockwise. Physical time progresses forward as always. === Lorentz transformations === ::Main article: [[w:Lorentz transformation|''Lorentz transformation'']] In the [[w:spacetime|''spacetime'']] of [[w:special relativity|''special relativity'']], called [[w:Minkowski space|''Minkowski space'']], space and time are interwoven. Thus the four coordinates of points in spacetime, called [[w:Event (relativity)|''events'']], change in ways unexpected before the advent of special relativity, with [[w:time dilation|''time dilation'']] and [[w:length contraction|''length contraction'']] as two immediate consequences. The four-dimensional matrices of [[w:Lorentz transformation|''Lorentz transformations'']] compose the [[w:Lorentz group|''Lorentz group'']]. Its elements represent symmetries, and just like physical objects can be rotated using rotation matrices, the same physical objects (whose coordinates now include the time coordinate) can be ''transformed'' using the matrices representing Lorentz transformations. In particular, the [[w:four-vector|''four-vector'']] representing an [[w:event (relativity)|''event'']] in Lorentz frame transforms as :<math> x' = \begin{bmatrix} x'^0 \\ x'^1 \\ x'^2 \\ x'^3 \end{bmatrix} = \begin{bmatrix} \lambda_{00}&\lambda_{01}&\lambda_{02}&\lambda_{03}\\ \lambda_{10}&\lambda_{11}&\lambda_{12}&\lambda_{13} \\ \lambda_{20}&\lambda_{21}&\lambda_{22}&\lambda_{23} \\ \lambda_{30}&\lambda_{31}&\lambda_{32}&\lambda_{33} \end{bmatrix} \begin{bmatrix} x^0 \\ x^1 \\ x^2 \\ x^3 \end{bmatrix},</math> or on short form :<math>x' = \Lambda x.</math> === Multiplication table and representations === ::Main articles: [[w:Cayley table|''Cayley table'']] and [[w:Representation theory|''Representation theory'']] The basic feature of every finite group is its ''multiplication table'', also called [[w:Cayley table|''Cayley table'']], that records the result of multiplying any two elements. A ''representation'' of a group can be thought of new set of elements, finite-dimensional or infinite-dimensional matrices, ''giving the same multiplication table'' after mapping the old elements to the new elements in a one-to-one fashion.<ref group=nb>It isn't actually required that the mapping is one-to-one. It is merely required that the mapping is a [[w:group homomorphism|''group homomorphism'']], i. e. {{math|Π(''gh'') {{=}} Π(''g'')Π(''h'')}} into some {{math|GL(''V'')}} the [[w:general linear group|''general linear group'']] of some vector space {{mvar|V}}. (The vector space {{mvar|V}} is allowed to be infinite-dimensional, e.g a [[w:Hilbert space|''Hilbert space'']] {{math|''H''}}, in which case one speaks of {{math|''B''(''H'')}}, linear operators on {{mvar|H}} instead of {{math|GL(''V'')}}.</ref> The same holds true in the case of an infinite group like the [[w:rotation group SO(3)|''rotation group SO(3)'']] or the Lorentz group. The multiplication table is just harder to visualize in the case of a group of [[w:uncountable|''uncountable'']] size (same size as the set of reals). === Ordinary Lorentz transformations matrices do not suffice === [[File:Lorentz boost electric charge.svg|300px|thumb|Lorentz boost of an electric charge, the charge is at rest in one frame or the other.]] The objects to be transformed may be something else than ordinary physical objects extending in three spatial dimensions (and time, unless the frame is the rest frame). It is at this point that representation theory enters the picture. The [[w:electromagnetic field|''electromagnetic field'']] is usually envisaged by assignment to each point in space a three-dimensional vector representing the [[w:electric field|''electric field'']] and another three-dimensional vector representing the [[w:magnetic field|''magnetic field'']]. When space is rotated, the expected thing happens. The electric field and the magnetic field vectors at a designated point rotate with preserved length and angle between them. Under Lorentz boosts they behave differently, and in a way showing that the two vectors certainly aren't separate physical objects. The electric and magnetic components mix. See the illustration on the right. The [[w:electromagnetic field tensor|''electromagnetic field tensor'']] displays the [[w:Lorentz covariance|''manifestly covariant'']] mathematical structure of the electromagnetic field. === Finite-dimensional representations by matrices === The problem of representation theory of the Lorentz group is, in the finite-dimensional case, to find new sets of matrices, not necessarily {{math|4 × 4}} in size that satisfies the same multiplication table as the matrices in the original Lorentz group. Returning to the example of the electromagnetic field, what is needed here are {{math|6 × 6}}-matrices that can be applied to a {{math|6}}-dimensional column vector containing the all together six components of the electromagnetic field. Thus one is looking for {{math|6 × 6}}-matrices such that :<math> F' = \begin{bmatrix} E'^1 \\ E'^2 \\ E'^3 \\ B'^1 \\ B'^2 \\ B'^3 \end{bmatrix} = \begin{bmatrix} \Pi(\Lambda)_{00}&\Pi(\Lambda)_{01}&\Pi(\Lambda)_{02}&\Pi(\Lambda)_{03}&\Pi(\Lambda)_{04}&\Pi(\Lambda)_{05}\\ \Pi(\Lambda)_{10}&\Pi(\Lambda)_{11}&\Pi(\Lambda)_{12}&\Pi(\Lambda)_{13}&\Pi(\Lambda)_{14}&\Pi(\Lambda)_{15} \\ \Pi(\Lambda)_{20}&\Pi(\Lambda)_{21}&\Pi(\Lambda)_{22}&\Pi(\Lambda)_{23}&\Pi(\Lambda)_{24}&\Pi(\Lambda)_{25} \\ \Pi(\Lambda)_{30}&\Pi(\Lambda)_{31}&\Pi(\Lambda)_{32}&\Pi(\Lambda)_{33}&\Pi(\Lambda)_{34}&\Pi(\Lambda)_{35} \\ \Pi(\Lambda)_{40}&\Pi(\Lambda)_{41}&\Pi(\Lambda)_{42}&\Pi(\Lambda)_{43}&\Pi(\Lambda)_{44}&\Pi(\Lambda)_{45} \\ \Pi(\Lambda)_{50}&\Pi(\Lambda)_{51}&\Pi(\Lambda)_{52}&\Pi(\Lambda)_{53}&\Pi(\Lambda)_{54}&\Pi(\Lambda)_{55} \end{bmatrix} \begin{bmatrix} E^1 \\ E^2 \\ E^3 \\ B^1 \\ B^2 \\ B^3 \end{bmatrix},</math> in short :<math>F' = \Pi(\Lambda)F,</math> correctly expresses the transformation of the electromagnetic field under the Lorentz transformation {{math|Λ}}.<ref group=nb>This transformation is usually expressed differently, see e.g. [[w:Lorentz transformation#Transformation of the electromagnetic field|''transformation of the electromagnetic field'']]. That method can be traced converted to applying a {{math|6 × 6}}-matrix like here and vice versa since the field tensor has {{math|6}} independent components.</ref> The same reasoning can be applied to Dirac's [[w:bispinor|''bispinors'']]. While these have {{math|4}} components, the original {{math|4 × 4}}-matrices in the Lorentz group will not do the job properly, not even when restricted to mere rotations. Another {{math|4 × 4}}-representation is needed. The sections dedicated to finite-dimensional representations are dedicated to exposing ''all'' such representations by finite-dimensional matrices that respect the multiplication table. === Infinite-dimensional representations by action on vector spaces of functions === Infinite-dimensional representations are usually realized as acting on sets of real or complex-valued functions on a set {{mvar|X}} endowed with a [[w:group action|''group action'']]. A set being endowed with a group action {{mvar|A}} means, in essence, that if {{math|''x'' ∈ ''X''}} and {{math|''g'' ∈ ''G''}} that {{math|''A''(''g'')''x'' {{=}} ''y''}} with {{math|''y'' ∈ ''X''}}. Now if {{math|ℂ^''X''}} denotes the set of all complex-valued functions on {{mvar|X}}, which is a [[w:vector space|''vector space'']], a representation {{mvar|Π}} of {{mvar|G}} can be defined by<ref name="Rossmann 2002 loc=Section 6.1">{{harvnb|Rossmann|2002|loc=Section 6.1.}}</ref> :<math>(\Pi(g))f(x) = f(A(g^{-1})x),\quad f \in \mathbb C^{X}, g \in G, x\in X.</math> The point to make is that again one has :<math>(\Pi(g))f\in \mathbb C^{X}.</math> and one has a representation of {{mvar|G}}. This representation of {{mvar|G}} is finite-dimensional if and only if {{mvar|X}} is a finite set. This method is very general, and one typically explores vector spaces of more specialized functions on sets close at hand. To illustrate this procedure, consider a group {{mvar|G}} of {{math|''n''}}-dimensional matrices as a subset of Euclidean space {{math|ℝ^''n''²}}, and let the space of functions be [[w:polynomial|''polynomials'']], perhaps of some maximum degree {{mvar|d}}, or even [[w:homogeneous polynomial|''homogeneous polynomials'']] of degree {{mvar|d}}, all defined on {{math|ℝ^''n''²}}. Then restrict those functions to {{math|''G'' ⊂ ℝ^''n''²}}. Now observe that the set {{math|''X'' {{=}} ''G''}} automatically comes equipped with group actions, namely :<math>L_gh = gh, R_gh = hg, C_gh = ghg^{-1}, g, h \in G.</math> Here {{math|''L''_''g''}} denotes ''left action (by {{mvar|g}})'', {{math|''R''_''g''}} denotes ''right action (by {{mvar|g}})'', and {{math|''C''_''g''}} denotes ''conjugation (by {{mvar|g}})''. With this sort of action, the vectors being acted on are functions. The resulting representations are (when the functions are unrestricted), in the first and second cases respectively, the [[w:left regular representation|''left regular representation'']] and the ''right regular representation'' of {{mvar|G}} on {{math|ℂ^''G''}}.<ref name="Rossmann 2002 loc=Section 6.1"/> The goal in the infinite-dimensional case of the representation theory is to classify all different possible representations, and to exhibit them in terms of vector spaces of functions and the action of the standard representation on the arguments of the functions. === Infinite-dimensional representations viewed as infinite-dimensional matrices === In order to relate this to the finite-dimensional case, one may chose a basis for the vector space of functions and simply then examine what happens to the basis functions under a given transformation. Take ''image'' of the first basis function under a transformation, expressed as a linear combination the basis functions. Explicitly, if {{math|''f''₁, ''f''₂, ...}} is a basis, compute :<math>\begin{align} \Pi(\Lambda)f_1 &= \lambda_{11}f_1 + \lambda_{21}f_2 + \cdots,\\ \Pi(\Lambda)f_2 &= \lambda_{12}f_1 + \lambda_{22}f_2 + \cdots,\\ &\vdots \end{align}</math> The coefficients of the basis functions in this expression is then the first column in a representative matrix. Proceed. In general, the resulting matrix is [[w:countably infinite|''countably infinite'']] in dimension: :<math> \Pi(\Lambda) = \begin{bmatrix}\lambda_{11}&\lambda_{12}&\cdots \\ \lambda_{21}&\lambda_{22}&\cdots \\ \vdots & \vdots &\ddots \end{bmatrix}</math> Again, it is required that the set of infinite matrices obtained this way stand in one-to-one correspondence with the original {{math|4 × 4}}-matrices ''and'' that the multiplication table is the right one - the one of the {{math|4 × 4}}-matrices.<ref group=nb>It may happen that the multiplication of two representative infinite-dimensional matrices is ill-defined. The right composition rule can be verified by other means though.</ref> It should be emphasized that in the infinite-dimensional case, one is rarely concerned with these matrices. They are exposed here only to highlight the common thread. But ''individual'' matrix elements are frequently computed, especially for the Lie algebra (below). === Lie algebra === ::Main article: [[w:Lie algebra|''Lie algebra'']] The Lorentz group is a [[w:Lie group|''Lie group'']] and has as such a [[w:Lie algebra|''Lie algebra'']], The Lie algebra is a vector space of matrices that can be said to model the group near the identity. It is endowed with a multiplication operation, the [[w:Lie bracket|''Lie bracket'']]. With it, the product in the group can near the identity be expressed in Lie algebraic terms (but not in a particularly simple way). The link between the (matrix) Lie algebra and the (matrix) Lie group is the [[w:matrix exponential|''matrix exponential'']]. It is one-to-one near the identity in the group. Due to this it often suffices to find [[w:Lie algebra representation|''representations of the Lie algebra'']]. Lie algebras are much simpler objects than Lie groups to work with. Due to the fact that the Lie algebra is a finite-dimensional vector space, in the case of the Lorentz Lie algebra the dimension is {{math|6}}, one need only find a finite number of representative matrices of the Lie algebra, one for each element of a basis of the Lie algebra as a vector space. The rest follow from extension by linearity, and the representation of the group is obtained by exponentiation. The [[w:metric signature|''metric signature'']] to be used below is {{math|(−1,  1 ,  1,  1)}} and the metric is given by {{math|''η'' {{=}} diag(−1,  1,  1,  1)}}. The physics convention for Lie algebras and the exponential mapping is used. These choices are arbitrary, but once they are made, fixed. One possible choice of [[w:basis (linear algebra)|''basis'']] for the Lie algebra is, in the standard representation, given by :<math>\begin{align} J_1 &= J^{23} = -J^{32} = i\left(\begin{smallmatrix} 0&0&0&0\\ 0&0&0&0\\ 0&0&0&-1\\ 0&0&1&0\\ \end{smallmatrix}\right), J_2 = J^{31} = -J^{13} = i\left(\begin{smallmatrix} 0&0&0&0\\ 0&0&0&1\\ 0&0&0&0\\ 0&-1&0&0\\ \end{smallmatrix}\right), J_3 = J^{12} = -J^{21} = i\left(\begin{smallmatrix} 0&0&0&0\\ 0&0&-1&0\\ 0&1&0&0\\ 0&0&0&0\\ \end{smallmatrix}\right),\\ K_1 &= J^{01} = J^{10} = i\left(\begin{smallmatrix} 0&1&0&0\\ 1&0&0&0\\ 0&0&0&0\\ 0&0&0&0\\ \end{smallmatrix}\right), K_2 = J^{02} = J^{20} = i\left(\begin{smallmatrix} 0&0&1&0\\ 0&0&0&0\\ 1&0&0&0\\ 0&0&0&0\\ \end{smallmatrix}\right), K_3 = J^{03} = J^{30} = i\left(\begin{smallmatrix} 0&0&0&1\\ 0&0&0&0\\ 0&0&0&0\\ 1&0&0&0\\ \end{smallmatrix}\right). \end{align}</math> {{Hidden end}} == Applications == Many of the representations, both finite-dimensional and infinite-dimensional, are important in theoretical physics. Representations appear in the description of fields in [[w:classical field theory|''classical field theory'']], most importantly the [[w:electromagnetic field|''electromagnetic field'']], and of [[w:particle|''particles'']] in [[w:relativistic quantum mechanics|''relativistic quantum mechanics'']], as well as of both particles and quantum fields in [[w:quantum field theory|''quantum field theory'']] and of various objects in [[w:string theory|''string theory'']] and beyond. The representation theory also provides the theoretical ground for the concept of [[w:spin (physics)|''spin'']]. The theory enters into [[w:general relativity|''general relativity'']] in the sense that in small enough regions of spacetime, physics is that of special relativity.<ref>{{harvnb|Misner|Thorne|Wheeler|1973}}</ref> The finite-dimensional irreducible non-unitary representations together with the irreducible infinite-dimensional unitary representations of the ''inhomogeneous'' Lorentz group, the Poincare group, are the representations that have direct physical relevance.<ref>{{harvnb|Weinberg|2002|loc=Section 2.5, Chapter 5.}}</ref><ref>{{harvnb|Tung|1985|loc=Sections 10.3, 10.5.}}</ref> Infinite-dimensional unitary representations of the Lorentz group appear by ''restriction'' of the irreducible infinite-dimensional unitary representations of the Poincaré group acting on the [[w:Hilbert space|''Hilbert spaces'']] of [[w:relativistic quantum mechanics|''relativistic quantum mechanics'']] and [[w:quantum field theory|''quantum field theory'']]. But these are also of mathematical interest and of ''potential'' direct physical relevance in other roles than that of a mere restriction.<ref>{{harvnb|Tung|1985|loc=Section 10.4.}}</ref> There were speculative theories,<ref>{{harvnb|Dirac|1945}}</ref><ref name="Harish-Chandra 1947"/> (tensors and spinors have infinite counterparts in the ''expansors'' of Dirac and the ''expinors'' of Harish-Chandra) consistent with relativity and quantum mechanics, but they have found no proven physical application. Modern speculative theories potentially have similar ingredients per below. === Mathematics === From the point of view that the goal of mathematics is to classify and characterize, the representation theory of the Lorentz group is since 1947 a finished chapter. But in association with the Bargmann&ndash;Wigner programme, there are (as of 2006) yet unresolved purely mathematical problems, linked to the infinite-dimensional unitary representations. The irreducible infinite-dimensional unitary representations may have indirect relevance to physical reality in speculative modern theories since the (generalized) Lorentz group appears as the [[w:little group|''little group'']] of the Poincare group of spacelike vectors in higher spacetime dimension. The corresponding infinite-dimensional unitary representations of the (generalized) Poincaré group are the so-called ''tachyonic representations''. [[w:Tachyon|''Tachyons'']] appear in the spectrum of [[w:bosonic string|''bosonic strings'']] and are associated with instability of the vacuum.<ref>{{harvnb|Zwiebach|2004|loc=Section 12.8.}}</ref><ref name="Bekaert 2006 48">{{harvnb|Bekaert|Boulanger|2006|p=48.}}</ref> Even though tachyons may not be realized in nature, these representations must be mathematically ''understood'' in order to understand string theory. This is so since tachyon states turn out to appear in [[w:superstring theory|''superstring theories'']] too in attempts to create realistic models.<ref>{{harvnb|Zwiebach|2004|loc=Section 18.8.}}</ref> One open problem (as of 2006) is the completion of the Bargmann&ndash;Wigner programme for the isometry group {{math|SO(''D'' – 2, 1)}} of the [[w:de Sitter space|''de Sitter space'']]time {{math|''dS''_{''D'' – 2}}}. Ideally, one would like to see the physical components of wave functions realized on the hyperboloid {{math|''dS''_{''D'' – 2}}} of radius {{math|''μ'' > 0}} embedded in {{math|ℝ^{''D'' − 2, 1}}} and the corresponding {{math|O(''D'' − 2, 1)}} covariant wave equations of the infinite-dimensional unitary representation to be known.<ref name="Bekaert 2006 48"/> It is common in mathematics to regard the Lorentz group to be, foremost, the [[w:Möbius transformation|''Möbius group'']] to which it is isomorphic. The group may be represented in terms of a set of functions defined on the [[w:Riemann sphere|''Riemann sphere'']]. These are the [[w:Riemann P-function|''Riemann P-functions'']], which are expressible as [[w:hypergeometric function|''hypergeometric functions'']]. === Classical field theory === While the [[w:electromagnetic field|''electromagnetic field'']] together with the [[w:gravitational field|''gravitational field'']] are the only classical fields providing accurate descriptions of nature, other types of classical fields are important too. In the approach to [[w:quantum field theory|''quantum field theory'']] (QFT) referred to as [[w:second quantization|''second quantization'']], one begins with one or more classical fields, where e.g. the wave functions solving the [[w:Dirac equation|''Dirac equation'']] are considered as classical fields ''prior'' to (second) quantization.<ref name="Greiner 1996 loc=Chapter 2">{{harvnb|Greiner|Reinhardt|1996|loc=Chapter 2.}}</ref> While second quantization and the [[w:Lagrangian (field theory)|''Lagrangian formalism'']] associated with it is not a fundamental aspect of QFT,<ref>{{harvnb|Weinberg|2002|loc=Foreword and introduction to chapter 7.}}</ref> it is the case that so far all quantum field theories can be approached this way, including the [[w:standard model|''standard model'']].<ref>{{harvnb|Weinberg|2002|loc=Introduction to chapter 7.}}</ref> In these cases, there are classical versions of the field equations following from the [[w:Euler&ndash;Lagrange equations|''Euler&ndash;Lagrange equations'']] derived from the Lagrangian using the [[w:principle of least action|''principle of least action'']]. These field equations must be relativistically invariant, and their solutions (which will qualify as relativistic wave functions according to the definition below) must transform under some representation of the Lorentz group. The action of the Lorentz group on the space of ''field configurations'' (a field configuration is the spacetime history of a particular solution, e.g. the electromagnetic field in all of space over all time is ''one'' field configuration) resembles the action on the Hilbert spaces of quantum mechanics, except that the [[w:commutator bracket|''commutator brackets'']] are replaced by field theoretical [[w:Poisson bracket|''Poisson brackets'']].<ref name="Greiner 1996 loc=Chapter 2"/> === Relativistic quantum mechanics === For the present purpose one may make the following definition:<ref>{{harvnb|Tung|1985|loc=Definition 10.11.}}</ref> A ''relativistic wave function'' is a set of {{mvar|n}} functions {{math|''ψ''^''α''}} on spacetime which transforms under an arbitrary proper Lorentz transformation {{math|Λ}} as :<math>\psi'^\alpha(x) = D{[\Lambda]^\alpha}_\beta\psi^\beta(\Lambda^{-1}x),</math> where {{math|''D''[Λ]}} is an {{math|''n''}}-dimensional matrix representative of {{math|Λ}} belonging to some direct sum of the {{math|(''m'', ''n'')}} representations to be introduced below. The most useful relativistic quantum mechanics ''one-particle'' theories (there are no fully consistent such theories) are the [[w:Klein&ndash;Gordon equation|''Klein&ndash;Gordon equation'']]<ref>{{harvtxt|Greiner|Müller|1994|loc=Chapter 1}}</ref> and the [[w:Dirac equation|''Dirac equation'']]<ref>{{harvtxt|Greiner|Müller|1994|loc=Chapter 2}}</ref> in their original setting. They are relativistically invariant and their solutions transform under the Lorentz group as [[w:Lorentz scalar|''Lorentz scalars'']] ({{math|(''m'', ''n'') {{=}} (0, 0)}}) and [[w:bispinor|''bispinors'']] respectively ({{math|(0, {{frac|1|2}}) ⊕ ({{frac|1|2}}, 0)}}). The electromagnetic field is a relativistic wave function according to this definition, transforming under {{math|(1, 0) ⊕ (0, 1)}}.<ref>{{harvnb|Tung|1985|p=203.}}</ref> === Quantum field theory === In QFT, the demand for relativistic invariance enters, among other ways in that the [[w:S-matrix|''S-matrix'']] necessarily must be Poincaré invariant.<ref>{{harvtxt|Weinberg|2002|loc=Section 3.3}}</ref> This has the implication that there is one or more infinite-dimensional representation of the Lorentz group acting on [[w:Fock space|''Fock space'']].<ref group=nb>See formula (1) in [[w:S-matrix#From free particle states|''S-matrix#From free particle states'']] for how free multi-particle states transform.</ref> One way to guarantee the existence of such representations is the existence of a Lagrangian description (with modest requirements imposed, see the reference) of the system using the canonical formalism, from which one may deduce a realization of the generators of the Lorentz group.<ref>{{harvtxt|Weinberg|2002|loc=Section 7.4.}}</ref> The transformations of field operators illustrate the complementary role played by the finite-dimensional representations of the Lorentz group and the infinite-dimensional unitary representations of the Poincare group, witnessing the deep unity between mathematics and physics.<ref>{{harvnb|Tung|1985|loc=Introduction to chapter10.}}</ref> For illustration, consider the definition of some {{math|''n''}}-component [[w:field operator|''field operator'']]:<ref>{{harvnb|Tung|1985|loc=Definition 10.12.}}</ref> Given a matrix representation as above, a relativistic field operator is a set of {{mvar|n}} operator valued functions on spacetime which transforms under proper Lorentz transformations {{math|Λ}} according to<ref>{{harvnb|Tung|1985|loc=Equation 10.5-2.}}</ref><ref>{{harvnb|Weinberg|2002|loc=Equations 5.1.6-7.}}</ref> :<math> \Psi^\alpha(x) \rightarrow \Psi'^\alpha(x') = U[\Lambda]\Psi^\alpha(x) U[\Lambda^{-1}] = \mathcal D{[\Lambda^{-1}]^\alpha}_\beta\Psi^{\beta}(\Lambda x)</math> By considerations of differential constraints that the field operator must be subjected to in order to describe a single particle with definite mass {{mvar|m}} and spin {{mvar|s}} (or helicity), one finds<ref name="Tung 1985 loc=Equation 10.5-18">{{harvnb|Tung|1985|loc=Equation 10.5-18.}}</ref><ref group=nb>{{harvnb|Weinberg|2002|loc=Equations 5.1.4-5.}} Weinberg deduces the necessity of creation and annihilation operators from another consideration, the [[w:Cluster decomposition theorem|''cluster decomposition principle'']], {{harvtxt|Weinberg|2002|loc=Chapter 4.}}</ref> :<math>\Psi^\alpha(x) = \sum_\sigma \int dp[a(\mathbf p, \sigma) u^\alpha(\mathbf p, \sigma)e^{ip\cdot x} + a^\dagger(\mathbf p, \sigma) v^\alpha(\mathbf p, \sigma)e^{-ip\cdot x}],</math> where {{math|''a''^†, ''a''}} are interpreted as [[w:creation and annihilation operators|''creation and annihilation operators'']] respectively. The [[w:creation operator|''creation operator'']] {{math|''a''^†}} transforms according to<ref name="Tung 1985 loc=Equation 10.5-18"/><ref>{{harvnb|Weinberg|2002|loc=Equations 5.1.11-12.}}</ref> :<math>a^\dagger(\mathbf p, \sigma) \rightarrow a'^\dagger(\mathbf p', \sigma) = U[\Lambda]a^\dagger(\mathbf p, \sigma) U[\Lambda^{-1}] = a^\dagger(\Lambda \mathbf p, \rho) D^{(s)}{[R(\Lambda, \mathbf p)^{-1}]^\rho}_\sigma,</math> and similarly for the annihilation operator. The point to be made is that the field operator transforms according to a finite-dimensional non-unitary representation of the Lorentz group, while the creation operator transforms under the infinite-dimensional unitary representation of the Poincare group characterized by the mass and spin {{math|(''m'', ''s'')}} of the particle. The connection between the two is the ''wave function'', also called ''cofficient function'' :<math>v^\alpha(\mathbb p,\sigma)e^{-ip\cdot x}</math> that carries ''both'' the indices {{math|(''x'', ''α'')}} operated on by Lorentz transformations and the indices {{math|('''''p''''', ''σ'')}} operated on by Poincaré transformations. This may be called the Lorentz&ndash;Poincaré connection.<ref>{{harvnb|Tung|1985|loc=Section 10.5.3.}}</ref> All of the above formulas, including the definition of the field operator in terms of creation and annihilation operators, as well as the differential equations satisfied by the field operator for a particle with specified mass, spin and the {{math|(''m'', ''n'')}} representation under which it is supposed to transform,<ref group=nb>A prescription for how the particle should behave under CPT symmetry may be required as well.</ref> and also that of the wave function, can be derived from group theoretical considerations alone once the frameworks of quantum mechanics and special relativity is given.<ref group=nb>For instance, there are versions (free field equations, i.e. without interaction terms) of the [[w:Klein&ndash;Gordon equation|''Klein&ndash;Gordon equation'']], the [[w:Dirac equation|''Dirac equation'']], the [[w:Maxwell equations|''Maxwell equations'']], the [[w:Proca equation|''Proca equation'']], the [[w:Rarita&ndash;Schwinger equation|''Rarita&ndash;Schwinger equation'']], and the [[w:Einstein field equations|''Einstein field equations'']] that can systematically be deduced by starting from a given representation of the Lorentz group. In general, these are collectively the quantum field theory versions of the [[w:Bargmann&ndash;Wigner equations|''Bargmann&ndash;Wigner equations'']]. See {{harvtxt|Weinberg|2002|loc=Chapter 5}}, {{harvtxt|Tung|1985|loc=Section 10.5.2}} and references given in these works. It should be remarked that high spin theories ({{math|''s'' > 1}}) encounter difficulties. See {{harvtxt|Weinberg|2002|loc=Section 5.8}}, on general {{math|(''m'', ''n'')}} fields, where this is discussed in some depth, and references therein. High spin particles do without a doubt ''exist'', e.g. nuclei, the known ones are just not ''elementary''.</ref> === Speculative theories === In theories in which spacetime can have more than {{math|''D'' {{=}} 4}} dimensions, the generalized Lorentz groups {{math|O(''D'' − 1; 1)}} of the appropriate dimension take the place of {{math|O(3; 1)}}.<ref group = nb>For part of their representation theory, see {{harvtxt|Bekaert|Boulanger|2006}}, which is dedicated to representation theory of the Poincare group. These representations are obtained by the method of [[w:induced representation|''induced representations'']] or, in physics parlance, the method of the [[w:little group|''little group'']], pioneered by Wigner in 1939 for this type of group and put on firm mathematical footing by [[w:George Mackey|''George Mackey'']] in the fifties.</ref> The requirement of Lorentz invariance takes on perhaps its most dramatic effect in [[w:string theory|''string theory'']]. ''Classical'' relativistic strings can be handled in the Lagrangian framework by using the [[w:Nambu&ndash;Goto action|''Nambu&ndash;Goto action'']].<ref>{{harvnb|Zwiebach|2004|loc=Section 6.4.}}</ref> This results in a relativistically invariant theory in any spacetime dimension.<ref>{{harvnb|Zwiebach|2004|loc=Chapter 7.}}</ref> But as it turns out, the theory of [[w:Open string (physics)|''open'']] and [[w:closed string|''closed'']] [[w:bosonic string theory|''bosonic strings'']] (the simplest string theory) is impossible to quantize in such a way that the Lorentz group is represented on the space of states (a [[w:Hilbert space|''Hilbert space'']]) unless the dimension of spacetime is 26.<ref>{{harvnb|Zwiebach|2004|loc=Section 12.5.}}</ref> The corresponding result for [[w:superstring theory|''superstring theory'']] is again deduced demanding Lorentz invariance, but now with [[w:supersymmetry|''supersymmetry'']]. In these theories the [[w:Poincaré algebra|''Poincaré algebra'']] is replaced by a [[w:supersymmetry algebra|''supersymmetry algebra'']] which is a [[w:graded Lie algebra|{{math|''Z''₂}}-''graded Lie algebra'']] extending the Poincaré algebra. The structure of such an algebra is to a large degree fixed by the demands of Lorentz invariance. In particular, the fermionic operators (grade {{math|1}}) belong to a (0, &frac12;) or (&frac12;, 0) representation space of the (ordinary) Lorentz Lie algebra.<ref name="Weinberg 2000 loc=Section 25.2">{{harvnb|Weinberg|2000|loc=Section 25.2.}}</ref> The only possible dimension of spacetime in such theories is 10.<ref>{{harvnb|Zwiebach|2004|loc=Last paragraph, section 12.6.}}</ref> == Finite-dimensional representations == Representation theory of groups in general, and Lie groups in particular, is a very rich subject. The full Lorentz group is no exception. The Lorentz group has some properties that makes it "agreeable" and others that make it "not very agreeable" within the context of representation theory. The group is [[w:simple (abstract algebra)|''simple'']] and thus [[w:Semisimple Lie algebra|''semisimple'']], but is not [[w:Connected set|''connected'']], and none of its components are [[w:simply connected space|''simply connected'']]. Perhaps most importantly, the Lorentz group is not [[w:compact space|''compact'']].<ref>These facts can be found in most introductory mathematics and physics texts. See e.g. {{harvtxt|Rossmann|2002}}, {{harvtxt|Hall|2015}} and {{harvtxt|Tung|1985}}.</ref> For finite-dimensional representations, the presence of semisimplicity means that the Lorentz group can be dealt with the same way as other semisimple groups using a well-developed theory. In addition, all representations are built from the [[w:Irreducible representation|''irreducible'']] ones, since the Lie algebra possesses the ''complete reducibility property''.<ref group=nb>{{harvtxt|Hall|2015|loc=Section 4.4.}} {{Paragraph break}} One says that a group has the ''complete reducibility property'' if every representation decomposes as a direct sum of irreducible representations.</ref><ref>{{harvtxt|Hall|2015|loc=Theorem 4.34 and following discussion.}}</ref> But, the non-compactness of the Lorentz group, in combination with lack of simple connectedness, cannot be dealt with in all the aspects as in the simple framework that applies to simply connected, compact groups. Non-compactness implies, for a connected simple Lie group, that no nontrivial finite-dimensional [[w:Unitary representation|''unitary'']] representations exist.<ref name="Wigner 1939">{{harvnb|Wigner|1939}}</ref> Lack of simple connectedness gives rise to [[w:spin representation|''spin representations'']] of the group.<ref>{{harvnb|Hall|2015|loc=Appendix D2.}}</ref> The non-connectedness means that, for representations of the full Lorentz group, one has to deal with [[w:T-symmetry|''time reversal'']] and [[w:Parity (physics)|''space inversion'']] separately.<ref>{{harvnb|Greiner|Reinhardt|1996}}</ref><ref>{{harvnb|Weinberg|2002|loc=Section 2.6 and Chapter 5.}}</ref> === History === The development of the finite-dimensional representation theory of the Lorentz group mostly follows that of the subject in general. Lie theory originated with [[w:Sophus Lie|''Sophus Lie'']] in 1873.<ref>{{harvnb|Lie|1888}}, 1890, 1893</ref> By 1888 the [[w:list of simple lie groups|''classification of simple Lie algebras'']] was essentially completed by [[w:Wilhelm Killing|''Wilhelm Killing'']].<ref>{{harvnb|Killing|1888}}</ref> In 1913 the [[w:Cartan's theorem|''theorem of highest weight'']] for representations of simple Lie algebras, the path that will be followed here, was completed by [[w:Élie Cartan|''Élie Cartan'']].<ref>{{harvnb|Cartan|1913}}</ref> [[w:Richard Brauer|''Richard Brauer'']] was 1935–38 largely responsible for the development of the [[w:Weyl-Brauer matrices|''Weyl-Brauer matrices'']] describing how spin representations of the Lorentz Lie algebra can be embedded in [[w:Clifford algebra|''Clifford algebras'']].<ref>{{harvnb|Brauer|Weyl|1935}} ''Spinors in n dimensions''.</ref> The Lorentz group has also historically received special attention in representation theory, see [[w:Representation theory of the Lorentz group#infinite-dimensional unitary representations#history|''History of infinite-dimensional unitary representations'']] below, due to its exceptional importance in physics. Mathematicians [[w:Hermann Weyl|''Hermann Weyl'']]<ref>{{harvnb|Weyl|1931}} ''The Theory of Groups and Quantum Mechanics''.</ref><ref>{{harvnb|Weyl|1939}} ''The Classical Groups. Their Invariants and Representations''.</ref> and [[w:Harish-Chandra|''Harish-Chandra'']]<ref>{{harvnb|Harish-Chandra|1947}} ''Infinite irreducible representations of the Lorentz group''.</ref> and physicists [[w:Eugene Wigner|''Eugene Wigner'']]<ref>{{harvnb|Wigner|1939}} ''On unitary representations of the inhomogeneous Lorentz group''.</ref> and [[w:Valentine Bargmann|''Valentine Bargmann'']]<ref>{{harvnb|Bargmann|1947}} ''Irreducible unitary representations of the Lorenz group''.</ref><ref>Bargmann was also a [[w:mathematician|''mathematician'']]. He worked as [[w:Albert Einstein|''Albert Einsteins'']] assistant at the [[w:Institute for Advanced Study|''Institute for Advanced Study'']] in Princeton.</ref> made substantial contributions both to general representation theory and in particular to the Lorentz group.<ref>{{harvnb|Bargmann|Wigner|1948}} ''Group theoretical discussion of relativistic wave equations''.</ref> Physicist [[w:Paul Dirac|''Paul Dirac'']] was perhaps the first to manifestly knit everything together in a practical application of major lasting importance with the [[w:Dirac equation|''Dirac equation'']] in 1928.<ref>{{harvnb|Dirac|1928}}</ref> === Strategy === Classification of the finite-dimensional irreducible representations generally consists of two steps. The first step is to ''hypothesize'' the existence of representations. One assumes heuristically that all representations that ''a priori'' could exist, do exist. One investigates the properties of these hypothetical representations, primarily using the Lie algebra.<ref>{{harvnb|Hall|2003|loc=Introduction to chapter 7.}}</ref> The goal of this study is twofold. First, some of these hypothetical representations may not exist. The goal in this situation is to show that their existence would imply a falsehood such as {{math|0 {{=}} 1}}. If this can be done, then the initial hypothesis that the representation existed must be false, and one can therefore exclude these hypothetical representations from later studies. Second, one can better understand the representations that do exist. These representations must have enough structure to manifest the symmetries of the group action, but describing this structure may not be easy. Before a classification has been completed, it is unclear which representations fall into the first class and which fall into the second. If this first step of the classification is successful, it results in a tentative classification of the possible representations. This is often a short list. Each list entry is a single representation or a family of related representations, and ideally, the entry gives requirements so specific that they can be met by at most a single representation. The second step consists of explicit construction of the representations on this list. If successful, it justifies the existence hypotheses made in the first step. The results of investigations performed in the first step provide hints about how to construct the representations, i.e. construction of a vector space {{mvar|V}} and a specified Lie algebra action on {{mvar|V}}, since most of the properties they must have are then known. For finite-dimensional irreducible representations of finite-dimensional semisimple Lie algebras the general result is Cartan's [[w:Cartan's theorem|''theorem of highest weight'']].<ref>{{harvtxt|Hall|2015|loc=Theorems 9.4 and 9.5.}}</ref> It provides a classification of the irreducible representations in terms of the [[w:Weight (representation theory)|''weights'']] of the Lie algebra. For some semisimple Lie algebras, especially non-compact ones, it is easier to proceed indirectly via [[w:Unitarian trick|''Weyl's unitarian trick'']] instead of applying Cartan's theorem directly. In the present case of {{math|'''so'''(3; 1)}} one sets up a chain of isomorphisms between Lie algebras and other correspondences preserving irreducible representations, so that the representations may be obtained from representations of {{math|SU(2) ⊗ SU(2)}}. See equation {{EquationNote|(A1)}}and references around it. It is essential here that {{math|SU(2)}} is compact, since then the irreducible representations of {{math|SU(2) ⊗ SU(2)}} are simply tensor products of irreducible representations of {{math|SU(2)}}, that can all be obtained from the irreducible representations of {{math|'''su'''(2)}}.<ref group=nb>The latter are all unitary, or can be made unitary, see footnote in [[#Non-unitarity|non-unitarity]]. This is probably the origin of the name of the trick.</ref> Then the classification part. Cartan's theorem is applied to {{math|'''su'''(2)}} (together with knowledge of its highest weights) and one obtains a classification of the representations of {{math|'''so'''(3; 1)}} via {{EquationNote|(A1)}}. An explicit construction of the representations of {{math|SL(2, ℂ)}} is then given (which is not much more difficult to obtain than the more basic {{math|'''su'''(2)}} representations), thus completing the task with the {{math|(''m'', ''n'')}} representations of {{math|'''so'''(3; 1)}} as the final result. Representative matrices may be obtained by choice of basis in the representation space. An [[#Explicit formula for matrix elements|explicit formula for matrix elements]] is presented and some [[#Common representations|common representations]] are listed. The [[w:Lie correspondence|''Lie correspondence'']] is subsequently employed for obtaining group representations of the connected component of the Lorentz group, {{math|SO(3, 1)⁺}}. This is effected by taking the [[w:matrix exponential|''matrix exponential'']] of the matrices of the Lie algebra representation, a topic which is investigated in some depth. A subtlety arises due to the (in physics parlance) [[#Fundamental group|doubly connected]] nature of {{math|SO(3, 1)⁺}}. This results in the [[w:projective representation|''projective representations'']] or two-value representations that are actually [[w:spin representation|''spin representations'']] of the covering group {{math|SL(2, ℂ)}}. The Lie correspondence gives results only for the connected component of the groups, and thus the components of the full Lorentz that contain the operations of [[w:T-symmetry|''time reversal'']] and [[w:Parity (physics)|''space inversion'']] are treated separately, mostly from physical considerations, by defining representatives for the space inversion and time reversal matrices. ===The Lie algebra=== [[File:Wilhelm Karl Joseph Killing.jpeg|upright|thumb|left|[[w:Wilhelm Killing|''Wilhelm Killing'']], Independent discoverer of [[w:Lie algebra|''Lie algebras'']]. The simple Lie algebras were first classified by him in 1888.]] According to the general [[w:representation theory|''representation theory'']] of Lie groups, one first looks for the representations of the [[w:complexification|''complexification'']], {{math|'''so'''(3; 1)_'''C'''}} of the Lie algebra {{math|'''so'''(3; 1)}} of the Lorentz group. A convenient basis for {{math|'''so'''(3; 1)}} is given by the three [[#Explicit formulas|generators]] {{math|''J''_''i''}} of [[w:rotation|''rotations'']] and the three generators {{math|''K''_''i''}} of [[w:Lorentz boost|''boosts'']]. They are explicitly given in [[#Conventions and Lie algebra bases|conventions and Lie algebra bases]]. Now [[w:Complexification (Lie group)|''complexify'']] the Lie algebra, and then change basis to the components of<ref>{{harvnb|Weinberg|2002|loc=Equations 5.6.7&ndash;8.}}</ref> :<math>\mathbf{A} = \frac{\mathbf{J} + i \mathbf{K}}{2}\,,\quad \mathbf{B} = \frac{\mathbf{J} - i \mathbf{K}}{2}\,.</math> One may verify that the components of {{math|'''A''' {{=}} (''A''₁, ''A''₂, ''A''₃)}} and {{math|'''B''' {{=}} (''B''₁, ''B''₂, ''B''₃)}} separately satisfy the [[w:commutation relation|''commutation relations'']] of the Lie algebra [[w:su(2)|'''''su'''(2)'']] and moreover that they commute with each other,<ref>{{harvnb|Weinberg|2002|loc=Equations 5.6.9&ndash;11.}}</ref> :<math>\left[A_i ,A_j\right] = i\varepsilon_{ijk}A_k\,,\quad \left[B_i ,B_j\right] = i\varepsilon_{ijk}B_k\,,\quad \left[A_i ,B_j\right] = 0\,,</math> where {{math|''i'', ''j'', ''k''}} are indices which each take values {{math|1, 2, 3}}, and {{math|''ε_ijk''}} is the three-dimensional [[w:Levi-Civita symbol|''Levi-Civita symbol'']]. Let {{math|'''A'''_'''C'''}} and {{math|'''B'''_'''C'''}} denote the complex [[w:linear span|''linear span'']] of {{math|'''A'''}} and {{math|'''B'''}} respectively. One has the isomorphisms<ref name="Hall 2003">{{harvnb|Hall|2003|loc=Chapter 6.}}</ref><ref group=nb>{{harvnb|Knapp|2001}} The rather mysterious looking third isomorphism is proved in chapter 2, paragraph 4.</ref> {{NumBlk|::|<math>\mathfrak{so}(3; 1) \hookrightarrow \mathfrak{so}(3; 1)_C \approx \mathbf{A}_C \oplus \mathbf{B}_C \approx \mathfrak{su}(2)_C \oplus \mathfrak{su}(2)_C \approx \mathfrak{sl}(2, C) \oplus \mathfrak{sl}(2, C) \approx \mathfrak{sl}(2, C) \oplus i\mathfrak{sl}(2, C) = \mathfrak{sl}(2, C)_C \hookleftarrow \mathfrak{sl}(2, C) \,,</math>|{{EquationRef|A1}}}} where '''sl'''(2, '''C''') is the complexification of '''su'''(2) ≈ {{math|'''A'''}} ≈ {{math|'''B'''}}. The utility of these isomorphisms comes from the fact that all irreducible [[w:Representation theory of SU(2)|''representations of '''su'''(2)'']] are known. Every irreducible representation of '''su'''(2) is isomorphic to one of the [[w:highest weight representation|''highest weight representations'']]. Moreover, there is a one-to-one correspondence between linear representations of '''su'''(2) and complex linear representations of '''sl'''(2, '''C''').<ref>{{harvnb|Hall|2003|loc=Chapter 4.}}</ref> ====The unitarian trick==== [[File:Hermann Weyl ETH-Bib Portr 00890.jpg|upright|thumb|right|[[w:Hermann Weyl|''Hermann Weyl'']], inventor the [[w:unitarian trick|''unitarian trick'']]. There are several concepts and formulas in representation theory named after Weyl, e.g. the [[w:Weyl group|''Weyl group'']] and the [[w:Weyl character formula|''Weyl character formula'']].<br>Photo courtesy of [http://www.e-pics.ethz.ch/link.jsp?catalog=ETHBIB.Bildarchiv&id=Portr_00890&view=info&c=ba ETH-Bibliothek Zürich, Bildarchiv] ]] In {{EquationNote|A1|(A1)}}, all isomorphisms are {{math|'''C'''}}-linear (the last is just a defining equality). The most important part of the manipulations below is that the {{math|'''R'''}}-linear (irreducible) representations of a (real or complex) Lie algebra are in one-to-one correspondence with {{math|'''C'''}}-linear (irreducible) representation of its complexification.<ref>{{harvnb|Rossmann|2002|loc=Section 6.5.}}</ref> With this in mind, it is seen that the {{math|'''R'''}}-linear representations of the '''real forms''' of the far left, {{math|'''so'''(3; 1)}}, and the far right, {{math|'''sl'''(2, '''C''')}}, in {{EquationNote|A1|(A1)}}can be obtained from the {{math|'''C'''}}-linear representations of {{math|'''sl'''(2, '''C''') ⊕ '''sl'''(2, '''C''')}}. The manipulations to obtain representations of a non-compact algebra (here '''so'''(3; 1)), and subsequently the non-compact group itself, from qualitative knowledge about unitary representations of a compact group (here {{math|SU(2)}}) is a variant of Weyl's so-called [[w:unitarian trick|''unitarian trick'']]. The trick specialized to {{math|SL(2, '''C''')}} can be summarized concisely.<ref name="Knapp 2001">{{harvnb|Knapp|2001|loc=Section 2.3.}}</ref> Let {{math|''V''}} be a finite-dimensional complex vector space. The following statements are equivalent, in the sense that if ''one'' of them holds, then there is a uniquely determined (modulo choice of basis for {{math|''V''}}) ''corresponding'' representation (either via given Lie algebra isomorphisms, or via complexification of Lie algebras per above, or via restriction to real forms, or via the exponential mapping (to be introduced), or, finally, via a standard mechanism (also to be introduced) for obtaining Lie algebra representations given group representations) of the appropriate type for the other groups and Lie algebras: * There is a representation of {{math|SL(2, '''R''')}} on {{math|''V''}}. * There is a representation of {{math|SU(2)}} on {{math|''V''}}. * There is a holomorphic representation of {{math|SL(2, '''C''')}} on {{math|''V''}}. * There is a representation of {{math|'''sl'''(2, '''R''')}} on {{math|''V''}}. * There is a representation of {{math|'''su'''(2)}} on {{math|''V''}}. * There is a complex linear representation of {{math|'''sl'''(2, '''C''')}} on {{math|''V''}}. If one representation is irreducible, then all of them are. In this list, direct products (groups) or direct sums (Lie algebras) may be introduced (if done consistently). The ''essence'' of the trick is that the starting point in the above list is immaterial. Both qualitative knowledge (like existence theorems for one item on the list) and concrete realizations for one item on the list will translate and propagate, respectively, to the others. Now, the representations of {{math|'''sl'''(2, '''C''') ⊕ '''sl'''(2, '''C''')}}, which is the Lie algebra of {{math|SL(2, '''C''') × SL(2, '''C''')}}, are supposed to be irreducible. This means that they must be tensor products of complex linear representations of {{math|'''sl'''(2, '''C''')}}, as can be seen by restriction to the subgroup {{math|SU(2) × SU(2) ⊂ SL(2, '''C''') × SL(2, '''C''')}}, a compact group to which the [[w:Peter–Weyl theorem|''Peter–Weyl theorem'']] applies.<ref name="ReferenceC">{{harvnb|Knapp|2001}}</ref> The irreducible unitary representations of {{math|SU(2) × SU(2)}} are precisely the tensor products of irreducible unitary representations of {{math|SU(2)}}. These stand in one-to-one correspondence with the [[w:Holomorphic function|''holomorphic'']] representations of {{math|SL(2, '''C''') × SL(2, '''C''')}}<ref name="ReferenceC"/> and these, in turn, are in one-to-one correspondence with the complex linear representations of {{math|'''sl'''(2, '''C''') ⊕ '''sl'''(2, '''C''')}} because {{math|SL(2, '''C''') × SL(2, '''C''')}} is simply connected.<ref name="ReferenceC"/> For {{math|'''sl'''(2, '''C''')}}, there exists the highest weight representations (obtainable, via the trick, from the corresponding {{math|'''su'''(2)}}-representations), here indexed by {{math|μ}} for {{math|1=μ = 0, 1, … }}. The tensor products of two complex linear factors then form the irreducible complex linear representations of {{math|'''sl'''(2, '''C''') ⊕ '''sl'''(2, '''C''')}}. For reference, if {{math|(''π''₁, ''U'')}} and {{math|(''π''₂, ''V'')}} are representations of a Lie algebra {{math|'''g'''}}, then their tensor product {{math|(''π''₁ ⊗ ''π''₂, ''U'' ⊗ ''V'')}} is given by either of<ref>{{harvnb|Hall|2015|loc=Definition 4.20 and following remarks}}.</ref><ref group=nb>Tensor products of representations, {{math|''π''_''g'' ⊗ ''π''_''h''}} of {{math|'''g''' ⊕ '''h'''}} can, when both factors come from the same Lie algebra {{math|1=('''h''' = '''g''')}}, either be thought of as a representation of {{math|'''g'''}} or {{math|'''g''' ⊕ '''g'''}}.</ref> {{NumBlk|:|<math>\pi_1\otimes\pi_2(X) = \pi_1(X) \otimes \mathrm{Id}_V + \mathrm{Id}_U \otimes \pi_2(X), \quad X \in \mathbf{g}, \qquad \pi_1\otimes\pi_2(X, Y) = \pi_1(X) \otimes \mathrm{Id}_V + \mathrm{Id}_U \otimes \pi_2(Y), \quad (X,Y) \in \mathbf{g} \oplus \mathbf{g},</math>|{{EquationRef|A0}}}} where {{math|Id}} is the identity operator. Here, the latter interpretation is intended. The not necessarily complex linear representations of {{math|'''sl'''(2, '''C''')}} come using another variant of the unitarian trick as is shown in the last Lie algebra isomorphism in {{EquationNote|(A1)}}. ==== The representations ==== The representations for all Lie algebras and groups involved in the unitarian trick can now be obtained. The real linear representations for {{math|'''sl'''(2, '''C''')}} and {{math|'''so'''(3; 1)}} follow here assuming the complex linear representations of {{math|'''sl'''(2, '''C''')}} are known. Explicit realizations and group representations are given later. ===== sl(2, C) ===== The complex linear representations of the complexification of {{math|'''sl'''(2, '''C''')}}, {{math|'''sl'''(2, '''C''')_'''C'''}}, obtained via isomorphisms in {{EquationNote|(A1)}}, stand in one-to-one correspondence with the real linear representations of {{math|'''sl'''(2, '''C''')}}.<ref name="ReferenceC"/> The set of all, ''at least real linear'', irreducible representations of {{math|'''sl'''(2, '''C''')}} are thus indexed by a pair {{math|(μ, ν)}}. The complex linear ones, corresponding precisely to the complexification of the real linear {{math|'''su'''(2)}} representations, are of the form {{math|(μ, 0)}}, while the conjugate linear ones are the {{math|(0, ν)}}.<ref name="ReferenceC"/> All others are real linear only. The linearity properties follow from the canonical injection, the far right in {{EquationNote|(A1)}}, of {{math|'''sl'''(2, '''C''')}} into its complexification. Representations on the form {{math|(ν, ν)}} or {{math|(μ, ν) ⊕ (ν, μ)}} are given by ''real'' matrices (the latter is not irreducible). Explicitly, the real linear {{math|(μ, ν)}}-representations of {{math|'''sl'''(2, '''C''')}} are <math>\phi_{\mu, \nu}(X) = \phi_\mu \otimes \overline{\phi}_\nu(X) = \phi_\mu(X) \otimes \mathrm{Id}_{\nu + 1} + \mathrm{Id}_{\mu + 1} \otimes \overline{\phi_\nu(X)}, \quad X \in \mathfrak{sl}(2, \mathbb{C})</math> where {{math|Φ_μ, μ {{=}} 0,1, &hellip;}} are the complex linear irreducible representations of {{math|'''sl'''(2, '''C''')}} and {{math|{{overline|Φ}}_ν, ν {{=}} 0,1, &hellip;}} their complex conjugate representations. Here the tensor product is interpreted in the former sense of {{EquationNote|(A0)}}. These representations are [[#Concrete realization|concretely realized]] below. ===== so(3; 1) ===== Via the displayed isomorphisms in {{EquationNote|(A1)}}and knowledge of the complex linear irreducible representations of {{math|sl(2, '''C''') ⊕ sl(2, '''C''')}}, upon solving for {{math|'''J'''}} and {{math|'''K'''}}, all irreducible representations of {{math|'''so'''(3; 1)}}_'''C''', and, by restriction, those of {{math|'''so'''(3; 1)}} are known. It's worth noting that the representations of {{math|'''so'''(3; 1)}} obtained this way are real linear (and not complex or conjugate linear) because the algebra is not closed upon conjugation, but they are still irreducible.<ref name="Hall 2003"/> Since {{math|'''so'''(3; 1)}} is [[w:semisimple Lie algebra|''semisimple'']],<ref name="Hall 2003"/> all its representations can be built up as [[w:direct sum|''direct sums'']] of the irreducible ones. Thus the finite dimensional irreducible representations of the Lorentz algebra are classified by an ordered pair of half-integers {{math|1=''m'' = μ/2}} and {{math|1=''n'' = ν/2}}, conventionally written as one of :<math>(m,n) \equiv D^{(m,n)} \equiv \pi_{m,n}.</math> The notation {{math|''D''^{(''m'',''n'')}}} is usually reserved for the group representations. Let {{math|''π''_{(''m'', ''n'')} : '''so'''(3; 1) → '''gl'''(''V'')}}, where {{mvar|V}} is a vector space, denote the irreducible representations of {{math|'''so'''(3; 1)}} according to this classification. These are, up to a [[w:Matrix similarity|''similarity transformation'']], uniquely given by<ref group=nb>Combine {{harvtxt|Weinberg|2002|loc=Equations 5.6.7-8, 5.6.14-15}} with {{harvtxt|Hall|2015|loc=Proposition 4.18}} about Lie algebra representations of group tensor product representations.</ref> {{NumBlk|:|<math>\begin{align} \pi_{m,n}(J_i) & = 1_{(2m+1)}\otimes J^{(n)}_i + J^{(m)}_i\otimes 1_{(2n+1)}\\ \pi_{m,n}(K_i) & = i(1_{(2m+1)}\otimes J^{(n)}_i - J^{(m)}_i \otimes 1_{(2n+1)}), \end{align}</math>|{{EquationRef|A2}}}} where the {{math|'''J'''^(''n'') {{=}} (''J''^(''n'')₁, ''J''^(''n'')₂, ''J''^(''n'')₃)}} are the {{math|(2''n'' + 1)}}-dimensional irreducible spin {{mvar|n}} [[Representation theory of SU(2)|representations of {{math|'''so'''(3)}}]] ≈ {{math|'''su'''(2)}} and {{math|1_''n''}} is the {{mvar|n}}-dimensional [[w:Identity matrix|''unit matrix'']]. ====== Explicit formula for matrix elements ====== Let {{math|''π''_{(''m'', ''n'')} : '''so'''(3; 1) → '''gl'''(''V'')}}, where {{mvar|V}} is a vector space, denote the irreducible representations of {{math|'''so'''(3; 1)}} according to the {{math|(''m'',  ''n'')}} classification. In components, with {{math|−''m'' ≤ ''a'', ''a′'' ≤ ''m''}}, {{math|−''n'' ≤ ''b'', ''b′'' ≤ ''n''}}, the representations are given by<ref name="Weinberg 2002 Chapter 2">{{harvnb|Weinberg|2002|loc=Section 5.6.}} The equations follow from equations 5.6.7-8 and 5.6.14-15.</ref> :<math>\begin{align} (\pi_{m,n}(J_i))_{a'b' , ab} &= \delta_{b'b}(J_i^{(m)})_{a'a} + \delta_{a'a}(J_i^{(n)})_{b'b},\\ (\pi_{m,n}(K_i))_{a'b' , ab} &= i(\delta_{a'a}(J_i^{(n)})_{b'b} - \delta_{b'b}(J_i^{(m)})_{a'a}), \end{align}</math> where {{math|δ}} is the [[w:Kronecker delta|''Kronecker delta'']] and the {{math|''J''_''i''^(''n'')}} are the {{math|(2''n'' + 1)}}-dimensional irreducible representations of {{math|'''so'''(3)}}, also termed [[w:Rotation group SO(3)#A note on Lie algebra|''spin matrices'']] or ''angular momentum matrices''. These are explicitly given as<ref>{{harvnb|Weinberg|2002|loc=Equations 5.6.16-17.}}</ref> :<math>\begin{align} \left(J_1^{(j)}\right)_{a'a} &= \frac{1}{2}\left(\sqrt{(j - a)(j + a + 1)}\delta_{a',a + 1} + \sqrt{(j + a)(j - a + 1)}\delta_{a',a - 1}\right),\\ \left(J_2^{(j)}\right)_{a'a} &= \frac{1}{2i}\left(\sqrt{(j - a)(j + a + 1)}\delta_{a',a + 1} - \sqrt{(j + a)(j - a + 1)}\delta_{a',a - 1}\right),\\ \left(J_3^{(j)}\right)_{a'a} &= a\delta_{a'a}. \end{align}</math> ====== Common representations ====== {| class="wikitable" align=left valign=center style="margin-right:3em" | ! {{mvar|m}}=0 ! &frac12; ! 1 |- !{{mvar|n}}=0 | style="padding:8px; color:#CC00FF" |'''scalar''' |<div style="color:#CC00FF">Weyl spinor</div>bispinor | style="padding:8px" |<div style="color:#CC00FF">self-dual 2-form</div>2-form field |- !&frac12; | style="color:#CC00FF" |Weyl spinor<br>(right-handed) | style="color:#CC00FF" align=center |'''4-vector''' |Rarita–Schwinger<br>field |- !1 | style="padding:8px; color:#CC00FF" |anti-self-dual<br>2-form | | style="padding:8px; color:#CC00FF" |'''traceless'''<br> '''symmetric tensor''' |- | colspan=4 style="padding-left:20px; font-size:80%" | <span style="color:#CC00FF;">Purple</span>: {{math|(''m'', ''n'')}} complex irreducible representations &nbsp; Black: {{math|(''m'', ''n'') ⊕ (''n'', ''m'')}}<br> <span style="color:#CC00FF;">'''Bold'''</span>: {{math|(''m'', ''m'')}} |} Since for any irreducible representation for which {{math|''m'' ≠ ''n''}} it is essential to operate over the field of [[w:complex numbers|''complex numbers'']], the [[w:direct sum of representations|''direct sum of representations'']] {{math|(''m'', ''n'')}} and {{math|(''n'', ''m'')}} has a particular relevance to physics, since it permits to use [[w:linear operator|''linear operators'']] over [[w:real numbers|''real numbers'']]. * (0, 0) is the Lorentz [[w:scalar (mathematics)|''scalar'']]<!-- do not forget here is mathematics! --> representation. This representation is carried by relativistic [[w:scalar field|''scalar field'']] theories. * (&frac12;, 0) is the left-handed [[w:Weyl spinor|''Weyl spinor'']] and (0, &frac12;) is the right-handed Weyl spinor representation. Fermionic [[w:supersymmetry|''supersymmetry'']] generators transform under one of these representations.<ref name="Weinberg 2000 loc=Section 25.2"/><!-- where is a Majorana spinor? --> * (&frac12;, 0) ⊕ (0, &frac12;) is the [[w:bispinor|''bispinor'']] representation. (See also [[w:Dirac spinor|''Dirac spinor'']] and [[#Weyl spinors and bispinors|Weyl spinors and bispinors]] below.) * (&frac12;, &frac12;) is the [[w:four-vector|''four-vector'']] representation. The [[w:four-momentum|''four-momentum'']] of a [[w:particle|''particle'']] (either massless or [[w:invariant mass|''massive'']]) transforms under this representation. * (1, 0) is the [[w:Hodge dual#Four dimensions|''self-dual 2-form field'']] representation and (0, 1) is the anti-self-dual 2-form field representation. * (1, 0) ⊕ (0, 1) is the [[w:adjoint representation|''adjoint representation'']] and the representation of a [[w:P-symmetry|''parity'']]-invariant [[w:2-form|''2-form'']] field (a.k.a. [[w:curvature form|''curvature form'']]). The [[w:electromagnetic field tensor|''electromagnetic field tensor'']] transforms under this representation. * (1, &frac12;) ⊕ (&frac12;, 1) is the [[w:Rarita–Schwinger equation|''Rarita–Schwinger'']] field representation. * (1, 1) is the spin&nbsp;2 representation of a traceless [[w:symmetric bilinear form|''symmetric'']] [[w:tensor field|''tensor field'']].<ref group=nb>The "traceless" property can be expressed as {{math|1=''S''_''αβ''[[w:metric tensor (general relativity)|''''g'''']]^''αβ'' = 0}}, or {{math|1=''S''_''α''^''α'' = 0}}, or {{math|1=''S''^''αβ''''g''_''αβ'' = 0}} depending on the presentation of the field: covariant, mixed, and contravariant respectively.</ref> A physical example is the traceless part of the [[w:energy-momentum tensor|''energy-momentum tensor'']] {{math|''T''^''μν''}}.<ref name="Tung 1985">{{harvnb|Tung|1985}}</ref><ref group=nb>This doesn't necessarily come symmetric directly from the Lagrangian by using [[w:Noether's theorem|''Noether's theorem'']], but it can be symmetrized as the [[w:Belinfante–Rosenfeld stress–energy tensor|''Belinfante–Rosenfeld stress–energy tensor'']].</ref> * ({{sfrac|3|2}}, 0) ⊕ (0, {{sfrac|3|2}}) would be the symmetry of the hypothesized [[w:gravitino|''gravitino'']].<ref group=nb>This is provided parity is a symmetry. Else there would be two flavors, ({{sfrac|3|2}}, 0) and (0, {{sfrac|3|2}}) in analogy with [[w:neutrino|''neutrinos'']].</ref> It can be obtained from the (1, &frac12;) ⊕ (&frac12;, 1)-representation.<ref>{{Harvnb|Weinberg|2002}} See footnote on p. 232.</ref> === The group === The approach in this section is based on theorems that, in turn, are based on the fundamental [[w:Lie correspondence|''Lie correspondence'']].<ref>{{harvnb|Lie|1888}}</ref> The Lie correspondence is in essence a dictionary between connected Lie groups and Lie algebras.<ref>{{harvnb|Rossmann|2002|loc=Section 2.5.}}</ref> The link between them is the [[w:exponential map (Lie theory)|''exponential mapping'']] from the Lie algebra to the Lie group, denoted {{math|exp:'''g''' → '''G'''}}. It is one-to-one in a neighborhood of the identity. ==== The Lie correspondence ==== [[File:Sophus Lie.jpg|upright|thumb|right|[[Sophus Lie]], the originator of [[Lie group theory|Lie theory]]. The theory of [[manifolds]] was not discovered in Lie's time, so he worked ''locally'' with subsets of {{math|'''R'''^''n''}}. The structure would today be called a '''local group'''.]] The Lie correspondence and some results based on it needed here and below are stated for reference. If {{mvar|G}} denotes a Lie group and {{math|'''g'''}} a Lie algebra, let {{math|Γ('''g''')}} denote the group [[w:Generating set of a group|''generated'']] by {{math|exp('''g''')}}, the image of the Lie algebra under the exponential mapping,<ref group=nb>The exponential mapping need not be onto and the image is in those cases not a group, see e.g. [[#Non-surjectiveness of exponential mapping|non-surjectiveness of exponential mapping for SL(2, C)]] below. Therefore one takes all finite products of elements in the image in order to obtain a group, which necessarily must be closed under multiplication.</ref> and let {{math|''L''(''G'')}} denote the Lie algebra of {{math|''G''}}. The Lie correspondence reads in modern language as follows: *There is a one-to-one correspondence between connected and [[w:simply connected|''simply connected'']] Lie groups {{math|''G''}} and Lie algebras {{math|'''g'''}} under which {{math|'''g'''}} corresponds to {{math|''L''(''G'')}} and {{math|''G''}} to {{math|Γ('''g''')}}. Equivalently, {{math|Γ(''L''(''G'')) {{=}} ''G''}} and {{math|''L''(Γ('''g''')) {{=}} '''g'''}}.<ref>{{harvnb|Rossmann|2002}} Theorem 1, Paragraph 2.5.</ref> {{EquationRef|(Lie)}} A ''linear'' Lie group is one that has at least one faithful finite-dimensional representation.<ref group=nb>This is not always the case. For example, the [[w:universal covering group|''universal covering group'']] of the linear Lie group [[w:SL(2, R)|''SL(2, R)'']] is not linear. See {{harvtxt|Hall|2015|loc=Proposition 5.16.}} A [[w:Quotient group|''quotient'']] of a matrix Lie group need not be linear. This is e.g. the case for the quotient of the [[w:Heisenberg group|''Heisenberg group'']] by a discrete subgroup of its [[w:Center (group theory)|''center'']]. See {{harvtxt|Hall|2015|loc=Section 4.8.}} However, if {{mvar|G}} is a compact Lie group, it is representable as a matrix Lie group. This is a consequence of the [[w:Peter&ndash;Weyl theorem|''Peter&ndash;Weyl theorem'']]. See {{harvtxt|Rossmann|2002|loc=Section 6.2.}}</ref><ref group=nb>It's a rather deep fact that all finite-dimensional Lie algebras are linear, meaning that they are all Lie subalgebras of the Lie algebra of matrices. This is the content of [[w:Ado's theorem|''Ado's theorem'']]. See {{harvtxt|Hall|2015|loc=Section 5.10.}}</ref> The following are some corollaries that will be used in the sequel: :*A connected linear Lie group {{math|''G''}} is abelian if and only if {{math|'''g'''}} is abelian.<ref name="Rossmann 2002">{{harvnb|Rossmann|2002}} Proposition 3, Paragraph 2.5.</ref> {{EquationRef|(Lie i)}} :*A connected subgroup {{math|''H''}} with Lie algebra {{math|'''h'''}} of a connected linear Lie group {{math|''G''}} is normal if and only if {{math|'''h''' ⊂ '''g'''}} is an ideal.<ref name="Rossmann 2002"/> {{EquationRef|(Lie ii)}} :*If {{math|''G'', ''H''}} are linear Lie groups with Lie algebras {{math|'''g''', '''h'''}} and {{math|Π:''G'' → ''H''}} is a group homomorphism, then {{math|π:'''g''' → '''h'''}}, its pushforward at the identity, is a Lie algebra homomorphism and {{math|Π(''e''^''iX'') {{=}} ''e''^{''i''π(''X'')}}} for every {{math|''X'' ∈ '''g'''}}.<ref>{{harvnb|Rossmann|2002}} Theorem 1, Paragraph 2.6.</ref> {{EquationRef|(Lie iii)}} ==== Lie algebra representations from group representations ==== Using the above theorem it is always possible to pass from a representation of a Lie group {{math|''G''}} to a representation of its Lie algebra {{math|'''g'''}}. If {{math|Π : ''G'' → GL(''V'')}} is a group representation for some vector space {{math|''V''}}, then its [[w:Pushforward (differential)|''pushforward'']] (differential) at the identity, or '''Lie map''', {{math|''π'' : '''g''' → End ''V''}} is a Lie algebra representation. It is explicitly computed using<ref group=nb>{{harvnb|Hall|2003}}, Equation 2.16. Due to the physicist conventions, the formula here differs with a factor of {{math|i}} in the exponent.</ref> {{NumBlk|:|<math>\pi(X) = \frac{d}{dt}\Pi(e^{itX})|_{t = 0}, \quad X \in \mathfrak{g}.</math>|{{EquationRef|G6}}}} This, of course, holds for the Lorentz group in particular, but not all Lie algebra representations arise this way because their corresponding group representations may not exist as proper representations, i.e. they are projective, see below. ==== Group representations from Lie algebra representations ==== [[File:Lorentz group commutative diagram 2.svg|300px|right|thumb|Here {{mvar|V}} is a finite-dimensional vector space, {{math|GL(''V'')}} is the set of all invertible linear transformations on {{mvar|V}} and {{math|'''gl'''(''V'')}} is its Lie algebra. The maps {{mvar|π}} and {{math|Π}} are Lie algebra and group representations respectively, and {{math|exp}} is the exponential mapping. The diagram commutes only up to a sign if {{math|Π}} is projective.]] Given a {{math|'''so'''(3; 1)}} representation, one may try to construct a representation of {{math|SO(3; 1)⁺}}, the [[w:identity component|''identity component'']] of the Lorentz group, by using the exponential mapping. Since {{math|SO(3; 1)⁺}} is a [[w:matrix Lie group|''matrix Lie group'']], the exponential mapping is simply the [[w:matrix exponential|''matrix exponential'']]. If {{mvar|X}} is an element of '''so'''(3; 1) in the standard representation, then {{NumBlk|:|<math>\Lambda = e^{iX} \equiv \sum_{n=0}^{\infty} \frac{(iX)^n}{n!}</math>|{{EquationRef|G1}}}} is a Lorentz transformation by general properties of Lie algebras. Motivated by this and the Lie correspondence theorem stated above, let {{math|''π'' : '''so'''(3; 1) → '''gl'''(''V'')}} for some vector space {{mvar|V}} be a representation and tentatively define a representation {{math|Π}} of {{math|SO(3; 1)⁺}} by first setting {{NumBlk|:|<math>\Pi_U(e^{iX}) = e^{i\pi(X)}, \quad X \in \mathfrak{so}(3; 1).</math>|{{EquationRef|G2}}}} The subscript {{math|''U''}} indicates a small open set containing the identity. Its precise meaning is defined below. There are at least two potential problems with this definition. The first is that it is not obvious that this yields a [[w:group homomorphism|''group homomorphism'']], or even a well defined map at all (local existence). The second problem is that for a given {{math|''g'' ∈ ''U'' ⊂ SO(3; 1)⁺}} there may not be exactly one {{math|''X'' ∈ '''so'''(3; 1)}} such that {{math|1=''g'' = ''e''^''iX''}} (local uniqueness). The soundness of the tentative definition {{EquationNote|(G2)}}is shown in several steps below: #{{math|Π_''U''}} is a local homomorphism. #{{math|Π(''g'')}} defined along a path using properties of {{math|Π_''U''}} is a global homomorphism. #The exponential mapping {{math|exp:'''so'''(3; 1) → SO(3; 1)⁺}} is surjective. #{{math|Π(''g'')}} defined along a path coincides with {{math|Π_''U''(''g'')}} with {{math|''U'' {{=}} SO(3; 1)⁺}}. ===== Local existence and uniqueness ===== A theorem<ref>{{harvnb|Hall|2015|loc=Corollary 3.44.}}</ref> based on the [[w:inverse function theorem|''inverse function theorem'']] states that the map {{math|exp : '''so'''(3; 1) → SO(3; 1)⁺}} is one-to-one for {{math|''X''}} small enough {{EquationRef|(A)}}. This makes the map well-defined. The qualitative form of the [[w:Baker–Campbell–Hausdorff formula|''Baker–Campbell–Hausdorff formula'']] then guarantees that it ''is'' a group homomorphism, still for {{math|X}} small enough {{EquationRef|(B)}}. Let {{math|''U'' ⊂ SO(3; 1)⁺}} denote image under the exponential mapping of the open set in {{math|'''so'''(3; 1)}} where conditions {{EquationNote|(A)}}and {{EquationNote|(B)}}both hold. Let {{math|''g'', ''h'' ∈ ''U'', ''g'' {{=}} ''e''^''X'', ''h'' {{=}} ''e''^''Y''}}, then<ref>{{harvnb|Hall|2015|loc=Equations 5.1-4.}}</ref> {{NumBlk|:|<math>\begin{align}\Pi_U(gh) &= \Pi_U(e^Xe^Y) = e^{i\pi \log(e^Xe^Y)} &\text{(by definition and by }\textbf{(A)}\text{)}\\ &= e^{i\pi(X + Y + \frac{1}{2}[X, Y] + \frac{1}{12}[X, [X, Y]] -\frac{1}{12}[Y, [X, Y]] + \ldots)} &\text{(by Baker–Campbell–Hausdorff and }\textbf{(B)}\text{)}\\ &= e^{i\pi(X) + i\pi(Y) + \frac{1}{2}[i\pi(X), i\pi(Y)] + \frac{1}{12}[i\pi(X), [i\pi(X), i\pi(Y)]] -\frac{1}{12}[i\pi(Y), [i\pi(X), i\pi(Y)]] + \ldots)} &\text{(since }\pi \text{ is a Lie algebra homomorphism)}\\ &= e^{\log (e^{i\pi(X)}e^{i\pi(Y)})} &\text{(by Baker–Campbell–Hausdorff and }\textbf{(B)}\text{ again)}\\ &= e^{\log(\Pi_U(g)\Pi_U(h))} = \Pi_U(g)\Pi_U(h) &\text{(by definition and by }\textbf{(A)}\text{)}\\ \end{align}</math>|{{EquationRef|G7}}}} This shows that the map {{math|Π_''U''}} is a well-defined group homomorphism on {{math|''U''}}. ===== Global existence and uniqueness ===== Technically, formula {{EquationNote|(G2)}}is used to ''define'' {{math|Π}} near the identity. For other elements {{math|''g'' ∉ ''U''}} one chooses a [[w:path (topology)|''path'']] from the identity to {{mvar|g}} and defines {{math|Π}} along that path by partitioning it finely enough so that formula {{EquationNote|(G2)}}can be used again on the resulting factors in the partition. In detail, one sets<ref>{{harvnb|Hall|2015|loc=Step 1 of proof of theorem 5.10.}}</ref> {{NumBlk|:|<math>g = g_n = (g_n g_{n-1}^{-1})(g_{n-1}g_{n-2}^{-1})\cdots(g_{2}g_{1}^{-1})(g_{1}g_{0}), \qquad \Pi(g) \equiv \Pi_U(g_{n}g_{n-1}^{-1})\Pi_U(g_{n-1}g_{n-2}^{-1})\cdots\Pi_U(g_{2}g_{1}^{-1})\Pi_U(g_{1}g_{0}), \quad g_0 = 1</math>|{{EquationRef|G3}}}} where the {{mvar|g_i}} are on the path and the factors on the far right are uniquely defined by {{EquationNote|(G2)}}provided that all {{math|''g''_''i'' ''g''_''i''+1⁻¹ ∈ ''U''}} and, for all conceivable pairs {{math|''h'',''k''}} of points on the path between {{math|''g''_''i''}} and {{math|''g''_''i+1''}}, {{math|''hk''⁻¹ ∈ ''U''}} as well. For each {{math|i}} take, by the inverse function theorem, the unique {{mvar|X_i}} such that {{math| exp(''X''_''i'')}} = {{math|''g''_''i''''g''_''i''−1⁻¹}} and obtain {{NumBlk|:|<math>\Pi(g) = \Pi_U(e^{iX_n})\Pi_U(e^{iX_{n - 1}})\cdots\Pi_U(e^{iX_2})\Pi_U(e^{iX_1}) = e^{i\pi(X_n)}e^{i\pi(X_{n - 1})}\cdots e^{i\pi(X_2)}e^{i\pi(X_1)}.</math>|{{EquationRef|G4}}}} By [[w:compactness|''compactness'']] of the path there is an {{mvar|n}} large enough so that {{math|Π(''g'')}} is well defined, possibly depending on the partition and/or the path, whether {{math|''g''}} is close to the identity or not. ====== Partition independence ====== It turns out that the result is always independent of the partitioning of the path.<ref>{{harvnb|Hall|2015|loc=Step 2 of proof of theorem 5.10.}}</ref> To demonstrate the independence of a chosen path, one employs the Baker–Campbell–Hausdorff formula. It shows that {{math|Π_''U''}} is a group homomorphism for elements in {{math|''U''}}. To see this, first fix a partitioning used in {{EquationNote|(G3)}}. Then insert a new point {{math|h}} somewhere on the path, say :<math>g = \cdots(g_{i + 1}h^{-1})(hg_i^{-1})\cdots, \qquad \cdots \Pi_U(g_{i + 1}h^{-1})\Pi_U(hg_i^{-1})\cdots.</math> But :<math> \cdots \Pi_U(g_{i + 1}h^{-1})\Pi_U(hg_i^{-1})\cdots = \cdots\Pi_U(g_{i + 1}h^{-1}hg_i^{-1})\cdots = \cdots\Pi_U(g_{i + 1}g_i^{-1})\cdots</math> as a consequence of the Baker–Campbell–Hausdorff formula and the conditions on the original partitioning. Thus, adding a point on the path has no effect on the definition of {{math|Π(''g'')}}. Then, for any two given partitions of a given path, they have common '''refinement''', their union. This refinement can be reached from any of the two partitionings by, one-by-one, adding points from the other partition. No individual addition changes the definition of {{math|Π(''g'')}}, hence, since there are finitely many points in each partition, the value of {{math|Π(''g'')}} must have been the same for the two partitionings to begin with. ====== Path independence ====== For [[w:simply connected|''simply connected'']] groups, the construction will be independent of the path as well, yielding a well defined representation.<ref>{{harvnb|Hall|2015|loc=Step 3 of proof of theorem 5.10.}}</ref> In that case formula {{EquationNote|(G2)}}can unambiguously be used directly. Simply connected spaces have the property that any two paths can be continuously deformed into each other. Any such deformation is called a [[w:homotopy|''homotopy'']] and is usually chosen as a continuous function {{math|''H''}} from the unit square {{math|{''s'',''t'' ∈ '''R''': 0 ≤ ''s'', ''t'' ≤ 1} }} into the group. For {{math|''s'' {{=}} 0}} the image is one of the paths, for {{math|''s'' {{=}} 1}} the other, for intermediate {{math|''s''}}, an intermediate path results, but endpoints are kept fixed. One deforms the path, a little bit at a time, using the previous result, the independence of partitioning. Each consecutive deformation is so small that two consecutive deformed paths can be partitioned using ''the same partition points''. Thus two consecutive deformed paths yield the same value for {{math|Π(''g'')}}. But any two ''pairs'' of consecutive deformations need not have the same choice partition points, so the actual path laid out in the group as one progresses through the deformation does indeed change. Using compactness arguments, in a finite number of steps, the original ({{math|''s'' {{=}} 0}}) path is deformed into the other ({{math|''s'' {{=}} 1}}) without affecting the value of {{math|Π(''g'')}}.<ref>{{harvnb|Hall|2015|loc=Step 3 of proof of theorem 5.10. gives a detailed account.}}</ref> ====== Global homomorphism ====== The map {{math|Π_''U''}} is, by the Baker-Campbell-Hausdorff formula, a local homomorphism. To show that {{math|Π}} is a global homomorphism, consider two elements {{math|''g'', ''h'' ∈ SO(3; 1)⁺}}. Lay out paths {{math|''p''_''g'', ''p''_''h''}} from the identity to them and define a path {{math|''p''_''gh''}} going along {{math|''p''_''g''(2''t'')}} for {{math|0 ≤ ''t'' ≤ &frac12;}} and along {{math|''p''_''g'' · ''p''_''h''(2''t'' - 1)}} for {{math|&frac12; ≤ ''t'' ≤ 1}}. This is a path from the identity to {{math|''gh''}}. Select adequate partitionings for {{math|''p''_''g'', ''p''_''h''}}. This corresponds to a choice of "times" {{math|''t''₀, ''t''₁, ...''t''_m}} and {{math|''s''₀, ''s''₁, ...''s''_n}}. Divide the first set with 2 and divide the second set with 2 and add &frac12; and so obtain a new (adequate) set of "times" to be used for {{math|''p''_''gh''}}. Direct computation shows that, with these partitionings (and hence all partitionings), {{math|Π(''gh'') {{=}} Π(''g'')Π(''h'')}}.<ref>{{harvnb|Hall|2015|loc=Theorem 5.6.}}</ref> ===== Surjectiveness of exponential mapping ===== From a practical point of view, it is important that formula {{EquationNote|(G2)}}can be used for all elements of the group. The Lie correspondence theorem above guarantees that {{EquationNote|(G2)}}holds for all {{math|''X'' ∈ '''so'''(3; 1)}}, but provides no guarantee that all {{math|''g'' ∈ SO(3; 1)⁺}} are in the image of {{math|exp:'''so'''(3; 1) → SO(3; 1)⁺}}. For general Lie groups, this is not the case, especially not for non-compact groups, as for example for {{math|SL(2, '''C''')}}, the universal covering group of {{math|SO(3; 1)⁺}}. It will be treated in this respect below. But {{math|exp: '''so'''(3; 1) → SO(3; 1)⁺}} ''is'' surjective. One way to see this is to make use of the isomorphism {{math|SO(3; 1)⁺ ≈ PGL(2, '''C''')}}, the latter being the [[w:Möbius group|''Möbius group'']]. It is a quotient of {{math|GL(''n'', '''C''')}} (see the linked article). Let {{math|p:GL(''n'', '''C''') → PGL(2, '''C''')}} denote the quotient map. Now {{math|exp:'''gl'''(''n'', '''C''') → GL(''n'', '''C''')}} is onto.<ref>{{harvnb|Hall|2015|loc=Theorem 2.10.}}</ref> Apply the Lie correspondence theorem with {{math|π}} being the differential at the identity of {{math|''p''}}. Then for all {{math|''X'' ∈ '''gl'''(''n'', '''C''')}} {{math|''p''(e^''iX'') {{=}} e^iπ(''X'')}}. Since the left hand side is surjective (both {{math|exp}} and {{math|''p''}} are), the right hand side is surjective and hence {{math|exp:'''pgl'''(2, '''C''') → PGL(2, '''C''')}} is surjective.<ref>{{harvnb|Bourbaki|1998|p=424.}}</ref> Finally, recycle the argument once more, but now with the known isomorphism between {{math|SO(3; 1)⁺}} and {{math|PGL(2, '''C''')}} to find that {{math|exp}} is onto for the connected component of the Lorentz group. ===== Consistency ===== From the way {{math|Π(''g'')}} has been defined for elements far from the identity, it not immediately clear that formula {{EquationNote|(G2)}}holds for all elements of {{math|SO(3; 1)⁺}}, i.e. that one can take {{math|''U'' {{=}} ''G''}} in {{EquationNote|(G2)}}. But, in summary, *{{math|Π}} is a uniquely constructed homomorphism. *Using {{EquationNote|(G6)}}with {{math|Π}} as defined here, then one ends up with the {{math|π}} one started with since {{math|Π}} was defined that way near the identity, and {{EquationNote|(G6)}}depends only on an arbitrarily small neighborhood of the identity. *{{math|exp: '''so'''(3; 1) → SO(3; 1)⁺}} is surjective. Hence {{EquationNote|(G2)}}holds everywhere.<ref>{{harvnb|Hall|2003|loc=Step 5 in proof of theorem 3.7.}}</ref> One finally unconditionally writes {{NumBlk|:|<math>\Pi(e^{iX}) = e^{i\pi(X)}, \quad X \in \mathfrak{so}(3; 1).</math>|{{EquationRef|G6}}}} ==== Fundamental group ==== The above construction relies on simple connectedness. The result needs modifications for non-simply connected groups per below. To exhibit the [[w:fundamental group|''fundamental group'']] of {{math|SO(3; 1)⁺}}, one may consider first the topology of its [[#The covering group|covering group {{math|SL(2, ℂ)}}]]. By the [[w:polar decomposition theorem|''polar decomposition theorem'']], any matrix {{math|''λ'' ∈ SL(2, C)}} may be ''uniquely'' expressed as<ref>{{harvnb|Weinberg|2002|loc=Section 2.7 p.88.}}</ref> :<math>\lambda = ue^h, \det u = 1, \operatorname{tr} v = 0,</math> where {{mvar|u}} is [[w:Unitary matrix|''unitary'']] with [[w:determinant|''determinant'']] one, hence in {{math|SU(2)}}, and {{mvar|h}} is [[w:Hermitian matrix|''Hermitian'']] with [[w:Trace (linear algebra)|''trace'']] zero. The [[w:Trace (linear algebra)|''trace'']] and [[w:determinant|''determinant'']] conditions imply<ref name="Weinberg 2002 loc=Section 2.7">{{harvnb|Weinberg|2002|loc=Section 2.7.}}</ref> :<math>h = \left(\begin{matrix}c&a-ib\\a+ibc&-c\end{matrix}\right), \quad u = \left(\begin{matrix}d+ie&f+ig\\-f+ig&d-ie\end{matrix}\right), \quad d^2 + e^2 + f^2 + g^2 = 1,</math> with {{math|(''a'', ''b'', ''c'') ∈ ℝ³}} unconstrained and {{math|(''d'', ''e'', ''f'', ''g'') ∈ ℝ⁴}} constrained to the [[w:3-sphere|''3-sphere'']] {{math|''S''³}}. It follows that the manifestly continuous one-to-one map {{math|ℝ³ × ''S''³ → SL(2, ℂ); (''r'', ''s'') ↦ ''u''(''s'')''e''^''h''(''r'')}} is a [[w:homeomorphism|''homeomorphism'']] (hence preserves the fundamental group). Since {{math|ℝ^''n''}} is simply connected for all {{mvar|n}} and {{math|''S''^''n''}} is simply connected for {{math|''n'' > 1}} and since simple connectedness is preserved under cartesian products, it follows that {{math|SL(2, ℂ)}} is simply connected. Now, {{math|SO(3; 1) ≈ SL(2, ℂ)/<nowiki>{</nowiki>''I'', −''I''<nowiki>}</nowiki>}}, where {{math|<nowiki>{</nowiki>''I'', −''I''<nowiki>}</nowiki> }} is the center of {{math|SL(2, ℂ)}}. Identifying {{math|''λ''}} and {{math|−''λ''}} amounts to identifying {{math|''u''}} with {{math|−''u''}}, which in turn amounts to identifying [[w:antipodal point|''antipodal points'']] on {{math|''S''³}}. Thus topologically,<ref name="Weinberg 2002 loc=Section 2.7"/> :<math>SO(3; 1) \approx \mathbb R^3 \times S^3/Z_2,</math> where last factor is not simply connected: Geometrically, it is easy to see (for visualization purposes, replace {{math|''S''³}} by {{math|''S''²}}) that a path from {{math|''u''}} to {{math|−''u''}} in {{math|SU(2) ≈ ''S''³}} ''is'' a loop in {{math|''S''³/''Z''₂}} since {{math|''u''}} and {{math|−''u''}} are antipodal points, and that it is not contractible to a point. But a path from {{math|''u''}} to {{math|−''u''}}, thence to {{math|''u''}} again, a loop in {{math|'''S'''³}} and a ''double loop'' (considering {{math|''p''(''ue''^''h'') {{=}} ''p''(−''ue''^''h'')}}, where {{mvar|p}} is the covering map {{math|SL(2, ℂ) → SL(3; 1)}}) in {{math|''S''³/''Z''₂}} that ''is'' contractible to a point (continuously move away from {{math|−''u''}} "upstairs" in {{math|''S''³}} and shrink the path there to the point {{math|''u''}}).<ref name="Weinberg 2002 loc=Section 2.7"/> Thus {{math|''π''₁(SO(3; 1))}} is a two-element group with two equivalence classes of loops as its elements &ndash; or put more simply, {{math|SO(3; 1)}} is ''doubly connected''. ==== Projective representations ==== For a group that is connected but not simply connected, such as {{math|SO(3; 1)⁺}}, the result ''may'' depend on the [[w:homotopy class|''homotopy class'']] of the chosen path.<ref>{{harvnb|Weinberg|2002|loc=Appendix B, Chapter 2.}}</ref> The result, when using {{EquationNote|(G2)}}, will then depend on ''which'' {{mvar|X}} in the Lie algebra is used to obtain the representative matrix for {{mvar|g}}. Since {{math|π₁(SO(3; 1)⁺)}} per above has two elements, not all representations of the Lie algebra will yield representations of the group, but some will instead yield [[w:projective representation|''projective representations'']].<ref>{{harvnb|Hall|2015|loc=Appendix C.3.}}</ref><ref group=nb>One should note that the terminology differs between mathematics and physics. In the linked article term projective representation has a slightly different meaning than in physics, where a projective representation is though of as a local section (a local inverse) of the [[w:covering map|''covering map'']] from the covering group onto the group being covered, composed with a proper representation of the covering group. Since this can be done (locally) continuously in two ways in the case at hand as explained below, one also speaks of a double-valued or two-valued representation.</ref> Once these conclusions have been reached, and once one knows whether a representation is projective, there is no need to be concerned about paths and partitions. Formula {{EquationNote|(G2)}}applies to all group elements and all representations, including the projective ones. For the Lorentz group, the {{math|(''m'', ''n'')}}-representation is projective when {{math|''m'' + ''n''}} is a half-integer. See the section [[#spinors|spinors]]. For a projective representation {{math|Π}} of {{math|SO(3; 1)⁺}}, it holds that<ref name="Weinberg 2002 loc=Section 2.7"/> {{NumBlk|:|<math> [\Pi(\Lambda_1)\Pi(\Lambda_2)\Pi^{-1}(\Lambda_1\Lambda_2)]^2 = 1\Rightarrow \Pi(\Lambda_1\Lambda_2) = \pm \Pi(\Lambda_1)\Pi(\Lambda_2), \qquad \Lambda_1,\Lambda_2 \in \mathrm{SO}(3; 1) ~, </math>|{{EquationRef|G5}}}} since any loop in {{math|SO(3; 1)⁺}} traversed twice, due to the double connectedness, is [[w:contractible|''contractible'']] to a point, so that its homotopy class is that of a constant map. It follows that {{math|Π}} is a double-valued function. One cannot consistently chose a sign to obtain a continuous representation of all of {{math|SO(3; 1)⁺}}, but this is possible ''locally'' around any point.<ref name="Wigner 1939"/> === The covering group === Consider {{math|'''sl'''(2, '''C''')}} as a ''real'' Lie algebra with basis :<math>(\frac{1}{\sqrt{2}}\sigma_1, \frac{1}{\sqrt{2}}\sigma_2, \frac{1}{\sqrt{2}}\sigma_3, \frac{i}{\sqrt{2}}\sigma_1, \frac{i}{\sqrt{2}}\sigma_2, \frac{i}{\sqrt{2}}\sigma_3)\equiv(j_1, j_2, j_3, k_1, k_2, k_3),</math> where the sigmas are the [[w:Pauli matrices|''Pauli matrices'']]. From the relations {{NumBlk|:|<math>[\sigma_i, \sigma_j] = 2i\epsilon_{ijk}\sigma_k</math>|{{EquationRef|J1}}}} one obtains {{NumBlk|:|<math>[j_i, j_j] = i\epsilon_{ijk}j_k, \quad [j_i, k_j] = i\epsilon_{ijk}k_k, \quad [k_i, k_j] = -i\epsilon_{ijk}j_k,</math>|{{EquationRef|J2}}}} which are exactly on the form of the {{math|3}}-dimensional version of the commutation relations for {{math|'''so'''(3; 1)}} (see [[#Conventions and Lie algebra bases|conventions and Lie algebra bases]] below). Thus, one may map {{math|''J''_''i'' ↔ ''j''_''i''}}, {{math|''K''_''i'' ↔ ''k''_''i''}}, and extend by linearity to obtain an isomorphism. Since {{math|SL(2, '''C''')}} is simply connected, it is the [[w:universal covering group|''universal covering group'']] of {{math|SO(3; 1)⁺}}. ==== A geometric view ==== [[File:Wigner.jpg|upright|thumb|left|[[Eugene Wigner|E.P. Wigner]] investigated the Lorentz group in depth and is known for the [[Bargmann-Wigner equations]]. The realization of the covering group given here is from his 1939 paper.]] Let {{math|π_''g''}} denote the set of path homotopy classes {{math|[''p''_''g'']}} of paths {{math|''p''_''g''(''t''), 0 ≤ ''t'' ≤ 1}}, from {{math|1 ∈ SO(3; 1)⁺}} to {{math|''g'' ∈ SO(3; 1)⁺}} and define the set {{NumBlk|:|<math>G = \{(g,[p_g]): g\in \mathrm{SO}(3; 1)^+,[p_g]\in \pi_g\} </math>|{{EquationRef|C1}}}} and endow it with the multiplication operation {{NumBlk|:|<math>(g_1,[p_1])(g_2,[p_2]) = (g_1g_2,[p_{12}]),\quad g_1,g_2\in \mathrm{SO}(3; 1)^+,\quad [p_1]\in\pi_{g_1}, [p_2]\in \pi_{g_2}, [p_{12}]\in \pi_{g_{12}},\quad p_{12}(t) = p_1(t)\cdot p_2(t)~.</math>|{{EquationRef|C2}}}} The dot on the far right denotes [[w:Fundamental group#Definition|''path multiplication'']]. With this multiplication, {{mvar|''G''}} is a [[w:group (mathematics)|''group'']] and {{math|''G'' ≈ SL(2, '''C''')}},<ref>{{harvnb|Wigner|1939|p=27.}}</ref> the universal covering group of {{math|SO(3; 1)⁺}}. By the above construction, there is, since each {{math|π_''g''}} has two elements, a [[w:covering map|''2:1 covering map'']] {{math|''p'' : ''G'' → SO(3; 1)⁺}} and an isomorphism {{math|''G'' ≈ SL(2, '''C''')}}. According to [[w:covering group|''covering group'']] theory, the Lie algebras {{math|'''so'''(3; 1)}}, {{math|'''sl'''(2, '''C''')}} and {{math|'''g'''}} of {{math|''G''}} are all isomorphic. The covering map {{math|''p'':''G'' → SO(3; 1)⁺}} is simply given by {{math|''p''(''g'',[''p''_''g'']) {{=}} ''g''}}. ==== An algebraic view ==== For an algebraic view of the universal covering group, let {{math|SL(2, '''C''')}} act on the set of all Hermitian {{gaps|2|×|2}} matrices {{math|'''h'''}} by the operation<ref name="Weinberg 2002 loc=Section 2.7"/> {{NumBlk|:|<math>\mathbf{P}(A): \mathbf{h} \rightarrow \mathbf{h}; \quad X \rightarrow A^\dagger XA, \quad X \in \mathbf{h}, A \in \mathrm{SL}(2, C).</math>|{{EquationRef|C3}}}} Since {{math|''X'' ∈ '''h'''}} is Hermitian, {{math|''A''^†''XA''}} is again Hermitian because {{math|1=(''A''^†''XA'')^† = ''A''^†''X''^†''A''^†† = ''A''^†''XA''}}, and also {{math|1=''A''^†(''αX'' + ''βY'')''A'' = ''αA''^†''XA'' + ''βA''^†''YA''}}, so the action is linear as well. An element of {{math|'''h'''}} may generally be written in the form {{NumBlk|:|<math>X = \bigl(\begin{smallmatrix} \xi_4 + \xi_3&\xi_1 + i\xi_2\\ \xi_1 - i\xi_2&\xi_4 - \xi_3\\ \end{smallmatrix}\bigr) </math>|{{EquationRef|C4}}}} for {{mvar|ξ_i}} real, showing that {{math|'''h'''}} is a 4-dimensional real vector space. Moreover, {{math|1=(''AB'')^†''X''(''AB'') = ''B''^†''A''^†''XAB''}} meaning that {{math|'''P'''}} is a group homomorphism into {{math|GL('''h''') ⊂ End '''h'''}}. Thus {{math|'''P''' : SL(2, '''C''') → GL ('''h''')}} is a 4-dimensional representation of {{math|SL(2, '''C''')}}. Its kernel must in particular take the identity matrix to itself, {{math|''A''^†''IA'' {{=}} ''A''^†''A'' {{=}} ''I'' ⇒ ''A''^† {{=}} ''A''⁻¹}}. Thus {{math|''AX'' {{=}} ''XA''}} for {{mvar|A}} in the kernel so, by [[w:Schur's lemma|''Schur's lemma'']],<ref group=nb>In particular, {{math|''A''}} commutes with the [[w:Pauli matrices|''Pauli matrices'']], hence with all of {{math|SU(2)}} making Schur's lemma applicable.</ref> {{mvar|A}} is a multiple of the identity, which must be {{math|±''I''}} since {{math|det ''A'' {{=}} 1}}.<ref name=Gelfand_1>{{harvnb|Gelfand|Minlos|Shapiro|1963}} This construction of the covering group is treated in paragraph 4, section 1, chapter 1 in Part II.</ref> Now map {{math|'''h'''}} to spacetime {{math|'''R'''⁴}} endowed with the Lorentz metric, [[w:Minkowski space|''Minkowski space'']], via {{NumBlk|:|<math>X = (\xi_1,\xi_2,\xi_3,\xi_4) \leftrightarrow \overrightarrow{(\xi_1,\xi_2,\xi_3,\xi_4)} = (x,y,z,t) = \overrightarrow{X}.</math>|{{EquationRef|C5}}}} The action of {{math|'''P'''(''A'')}} on {{math|'''h'''}} preserves determinants since {{math|1=det(''A''^†''XA'') = (det ''A'')(det ''A''^†)(det ''X'') = det ''X''}}. The induced representation {{math|'''p'''}} of {{math|SL(2, '''C''')}} on {{math|'''R'''⁴}}, via the above isomorphism, given by {{NumBlk|:|:<math>\mathbf{p}(A)\overrightarrow{X} = \overrightarrow{AXA^\dagger}</math>|{{EquationRef|C6}}}} will preserve the Lorentz inner product since :{{math|1=−det ''X'' = ''ξ''₁² + ''ξ''₂² + ''ξ''₃² − ''ξ''₄² = ''x''² + ''y''² + ''z''² − ''t''²}}. This means that {{math|'''p'''(A)}} belongs to the full Lorentz group {{math|SO(3; 1)}}. By the [[w:main theorem of connectedness|''main theorem of connectedness'']], since {{math|SL(2, '''C''')}} is connected, its image under {{math|'''p'''}} in {{math|SO(3; 1)}} is connected as well, and hence is contained in {{math|SO(3; 1)⁺}}. It can be shown that the [[w:Pushforward (differential)|''Lie map'']] of {{math|'''p''' : SL(2, '''C''') → SO(3; 1)⁺}}, {{math|''π'' : '''sl'''(2, '''C''') → '''so'''(3; 1)}} is a Lie algebra isomorphism (its kernel is {{math|{∅}<nowiki/>}}<ref group = nb>The kernel of a Lie algebra homomorphism is an [[w:ideal (Lie algebra)|''ideal'']], hence a subspace. Since {{math|'''p'''}} is {{math|2:1}} and both {{math|SL(2, '''C''')}} and {{math|SO(3; 1)⁺}} are {{nowrap|{{math|6}}-dimensional}}, the kernel must be {{nowrap|{{math|0}}-dimensional}}, hence {{math|{∅}<nowiki/>}}.</ref> and must therefore be an isomorphism for dimensional reasons). The map {{math|'''P'''}} is also onto.<ref group=nb> The exponential map is one-to-one in a neighborhood of the identity in {{math|SL(2, '''C''')}}, hence the composition {{math|exp ∘ ''σ'' ∘ log:SL(2, '''C''') → SO(3; 1)⁺}}, where {{mvar|σ}} is the Lie algebra isomorphism, is onto an open neighborhood {{math|''U'' ⊂ SO(3; 1)⁺}} containing the identity. Such a neighborhood generates the connected component.</ref> Thus {{math|SL(2, '''C''')}}, since it is simply connected, is the universal covering group of {{math|SO(3; 1)⁺}}, isomorphic to the group {{math|''G''}} of above. ==== Representations of {{math|SL(2, C)}} and {{math|sl(2, C)}} ==== The complex linear representations of {{math|'''sl'''(2, '''C''')}} and {{math|SL(2, '''C''')}} are more straightforward to obtain than the {{math|SO(3; 1)⁺}} representations. If {{math|π_μ}} is a representation of {{math|'''su'''(2)}} with highest weight {{math|μ}}, then the complexification of {{math|π_μ}} is a complex linear representation of {{math|'''sl'''(2, '''C''')}}. All complex linear representation of {{math|'''sl'''(2, '''C''')}} are of this form. The [[w:Holomorphic function|''holomorphic'']] group representations (meaning the corresponding Lie algebra representation is complex linear) are obtained by exponentiation. By simple connectedness of {{math|SL(2, '''C''')}}, this always yields a representation of the group as opposed to in the {{math|SO(3; 1)⁺}} case. The real linear representations of {{math|'''sl'''(2, '''C''')}} are exactly the {{math|(μ, ν)}}-representations presented earlier. They can be exponentiated too. The {{math|(μ, 0)}}-representations are complex linear and are (isomorphic to) the highest weight-representations. These are usually indexed with only one integer. It is also possible to obtain representations of {{math|SL(2, '''C''')}} directly. This will be done below. Then, using the unitarian trick, going the other way, one finds {{math|'''sl'''(2, '''C''')}}-,{{math|SU(2)}}-,{{math|'''su'''(2)}}-,{{math|SL(2, '''R''')}}-, and {{math|'''sl'''(2, '''R''')}}-representations as well as {{math|'''so'''(3; 1)}}-representations (via {{EquationNote|(A1)}}) and, possibly projective, {{math|SO(3; 1)⁺}}-representations (via projection from {{math|SL(2, '''C''')}}, see below, or exponentiation). The mathematics convention is used in this section for convenience. Lie algebra elements differ by a factor of {{math|''i''}} and there is no factor of {{math|''i''}} in the exponential mapping compared to the physics convention used elsewhere. Let the basis of {{math|'''sl'''(2, '''C''')}} be<ref>{{harvnb|Hall|2015|loc=First displayed equations in section 4.6.}}</ref> {{NumBlk|:|<math> H = \bigl(\begin{smallmatrix} 1&0\\ 0&-1\\ \end{smallmatrix}\bigr), \quad X = \bigl(\begin{smallmatrix} 0&1\\ 0&0\\ \end{smallmatrix}\bigr), \quad Y = \bigl(\begin{smallmatrix} 0&0\\ 1&0\\ \end{smallmatrix}\bigr). </math>|{{EquationRef|S1}}}} This choice of basis, and the notation, is standard in the mathematical literature. ===== Concrete realization ===== The irreducible holomorphic {{math|(''n'' + 1)}}-dimensional representations of {{math|SL(2, '''C''')}}, {{math|''n'' ≥ 0}}, can be realized on a set of functions {{math|ℙ²_''n'' {{=}} {''P'':'''C'''² → '''C'''}<nowiki/>}} where each {{math|''P'' ∈ ℙ²_''n''}} is a [[w:homogeneous polynomial|''homogeneous polynomial'']] of [[w:Degree of a polynomial|''degree'']] {{math|''n''}} in 2 variables.<ref>{{harvnb|Hall|2015|loc=Example 4.10.}}</ref><ref name="harvnb|Knapp|2001">{{harvnb|Knapp|2001|loc=Chapter 2.}}</ref> The elements of {{math|ℙ²_''n''}} appears as {{math|''P''(''z''₁,&nbsp;''z''₂) {{=}} ''c''_''n''''z''₁ⁿ + ''c''_''n''−1''z''₁^''n''−1''z''₂ + ... + ''c''_''n''''z''₂^''n''}}. The action of {{math|SL(2, '''C''')}} is given by<ref>{{harvnb|Knapp|2001}} Equation 2.1.</ref><ref>{{harvnb|Hall|2015|loc=Equation 4.2.}}</ref> {{NumBlk|:|<math>[\Phi_n(g)]P(z) = \biggl[\Phi\biggl(\begin{matrix} a&b\\ c&d\\ \end{matrix}\biggr)P\biggr] \biggl(\begin{matrix} z_1\\ z_2\\ \end{matrix}\biggr) = P\biggl( \biggl(\begin{matrix} a&b\\ c&d\\ \end{matrix}\biggr)^{-1} \biggl(\begin{matrix} z_1\\ z_2\\ \end{matrix}\biggr) \biggr), \quad P \in \mathbb{P}^2_n.</math>|{{EquationRef|S2}}}} The associated {{math|'''sl'''(2, '''C''')}}-action is, using {{EquationNote|(G6)}}and the definition above, given by<ref>{{harvnb|Hall|2015|loc=Third equation after 4.3.}}</ref> {{NumBlk|:|<math>\phi_n(X) = \left .\frac{d}{dt}\Phi(e^tX)\right|_{t = 0} \Rightarrow \phi_n(X)P(z) = \left .\frac{d}{dt}P(e^{-tX}z)\right|_{t = 0},\quad z = \biggl(\begin{matrix} z_1\\ z_2\\ \end{matrix}\biggr).</math>|{{EquationRef|S3}}}} Defining {{math|''z''(''t'') {{=}} e^−''tX''''z'' {{=}} (''z''₁(''t''), ''z''₂(''t''))^T}} and using the [[w:chain rule|''chain rule'']] one finds<ref>{{harvnb|Hall|2015|loc=Equation 4.4.}}</ref> {{NumBlk|:|<math>\phi_n(X)P = \left .\frac{\partial P}{\partial z_1}\frac{dz_1}{dt}\right|_{t = 0} + \left .\frac{\partial P}{\partial z_2}\frac{dz_2}{dt}\right|_{t = 0} = -\frac{\partial P}{\partial z_1}(X_{11}z_1 + X_{12}z_2) - \frac{\partial P}{\partial z_2}(X_{21}z_1 + X_{22}z_2).</math>|{{EquationRef|S4}}}} The basis elements of {{math|'''sl'''(2, '''C''')}} are then represented by<ref>{{harvnb|Hall|2015|loc=Equation before 4.5.}}</ref> {{NumBlk|:|<math>\phi_n(H) = -z_1\frac{\partial}{\partial z_1} + z_2\frac{\partial}{\partial z_2}, \quad \phi_n(X) = -z_2\frac{\partial}{\partial z_1}, \quad \phi_n(Y) = -z_1\frac{\partial}{\partial z_2}.</math>|{{EquationRef|S5}}}} on the space {{math|''P'' ∈ ℙ²_''n''}} (all {{math|''n''}}). By employing the unitarian trick one obtains representations for {{math|SU(2)}}, {{math|'''su'''(2)}}, {{math|SL(2, '''R'''}}, and {{math|'''sl'''(2, '''R''')}}, all are obtained by restriction of either {{EquationNote|(S2)}}or {{EquationNote|(S4)}}. They are formally identical to {{EquationNote|(S2)}}or {{EquationNote|(S4)}}. With a choice of basis for {{math|''P'' ∈ ℙ²_''n''}}, all these representations become matrix groups or matrix Lie algebras. The {{math|(μ, ν)}}-representations are realized on a space of polynomials {{math|ℙ²_''μν''}} in {{math|z₁, {{overline|z}}₁, z₂, {{overline|z}}₂}}, homogeneous of degree {{math|μ}} in {{math|z₁, z₂}} and homogeneous of degree {{math|ν}} in {{math|{{overline|z}}₁, {{overline|z}}₂}}.<ref name="harvnb|Knapp|2001"/> The representations are given by<ref>{{harvnb|Knapp|2001}} Equation 2.4.</ref> {{NumBlk|:|<math>[\Phi_{\mu,\nu}(g)]P(z) = \biggl[\Phi\biggl(\begin{matrix} a&b\\ c&d\\ \end{matrix}\biggr)P\biggr] \biggl(\begin{matrix} z_1\\ z_2\\ \end{matrix}\biggr) = P\biggl( \biggl(\begin{matrix} a&b\\ c&d\\ \end{matrix}\biggr)^{-1} \biggl(\begin{matrix} z_1\\ z_2\\ \end{matrix}\biggr) \biggr), \quad P \in \mathbb{P}^2_{\mu,\nu}.</math>|{{EquationRef|S6}}}} By carrying out the same steps as above, one finds {{NumBlk|:|<math>\phi_{\mu,\nu}(X)P = -\frac{\partial P}{\partial z_1}(X_{11}z_1 + X_{12}z_2) - \frac{\partial P}{\partial z_2}(X_{21}z_1 + X_{22}z_2) -\frac{\partial P}{\partial \overline{z_1}}(\overline{X_{11}}\overline{z_1} + \overline{X_{12}}\overline{z_2}) -\frac{\partial P}{\partial \overline{z_2}}(\overline{X_{21}}\overline{z_1} + \overline{X_{22}}\overline{z_2}), \quad X \in \mathfrak{sl}(2, \mathbb{C}),</math>|{{EquationRef|S7}}}} from which the expressions {{NumBlk|:|<math>\phi_{\mu,\nu}(H) = -z_1\frac{\partial}{\partial z_1} + z_2\frac{\partial}{\partial z_2} -\overline{z_1}\frac{\partial}{\partial \overline{z_1}} + \overline{z_2}\frac{\partial}{\partial \overline{z_2}}, \quad \phi_{\mu,\nu}(X) = -z_2\frac{\partial}{\partial z_1} - \overline{z_2}\frac{\partial}{\partial \overline{z_1}}, \quad \phi_{\mu,\nu}(Y) = -z_1\frac{\partial}{\partial z_2} - \overline{z_1}\frac{\partial}{\partial \overline{z_2}} </math>|{{EquationRef|S8}}}} for the basis elements follow. ===== Non-surjectiveness of exponential mapping ===== [[File:Commutative diagram SO(3, 1) latex.svg|300px|thumb|left|This diagram shows the web of maps discussed in the text. Here {{Math|''V''}} is a finite-dimensional vector space carrying representations of {{math|'''sl'''(2, '''C''')}}, {{math|'''so'''(3; 1)}}, {{math|SL(2, '''C''')}}, {{math|SO(3; 1)⁺}}, {{math|exp}} is the exponential mapping, {{math|'''p'''}} is the covering map from {{math|SL(2, '''C''')}} onto {{math|SO(3; 1)⁺}} and {{math|σ}} is the Lie algebra isomorphism induced by it. The maps {{math|Π, π}} and the two {{math|Φ}} are representations. the picture is only partially true when {{math|Π}} is projective.]] Unlike in the case {{math|exp: '''so'''(3; 1) → SO(3; 1)⁺}}, the exponential mapping {{math|exp: '''sl'''(2, '''C''') → SL(2, '''C''')}} is not onto.<ref>{{harvnb|Rossmann|2002|loc=Section 2.1.}}</ref> The [[w:conjugacy class|''conjugacy class'']]es of {{math|SL(2, '''C''')}} are represented by the matrices<ref>{{harvnb|Rossmann|2002|loc=Example 4, section 2.1.}}</ref> {{NumBlk|:|<math>a(\alpha) = \bigl(\begin{smallmatrix} \alpha&0\\ 0&\alpha^{-1}\\ \end{smallmatrix}\bigr) = e^{\operatorname{log}(\alpha)H},\alpha \neq 0, \quad p = \bigl(\begin{smallmatrix} 1&1\\ 0&1\\ \end{smallmatrix}\bigr) = e^X, \quad q = \bigl(\begin{smallmatrix} -1&1\\ 0&-1\\ \end{smallmatrix}\bigr),</math>|{{EquationRef|S6}}}} but there is no element {{math|''Q''}} in {{math|'''sl'''(2, '''C''')}} such that {{math|''q'' {{=}} exp(''Q'')}}.<ref group=nb>{{harvnb|Rossmann|2002}} From Example 4 in section 2.1 : This can be seen as follows. The matrix ''q'' has eigenvalues {{math|{-1, -1} }}, but it is not [[w:Diagonalizable matrix|''diagonalizable'']]. If {{math|''q'' {{=}} exp(''Q'')}}, then {{math|''Q''}} has eigenvalues {{math|λ, −λ}} with {{math|λ {{=}} ''iπ + 2π''ik}} for some {{math|''k''}} because the tracelessness of {{math|'''sl'''(2, '''C''')}}-matrices forces them to be negatives of each other. But then {{math|''Q''}} is diagonalizable, hence {{math|''q''}} is diagonalizable. This is a contradiction.</ref> In general, if {{math|''g''}} is an element of a connected Lie group {{math|''G''}} with Lie algebra {{math|'''g'''}}, then<ref>{{harvnb|Hall|2015|loc=Corollary 3.47.}}</ref> {{NumBlk|:|<math>g = e^{X_1}e^{X_2}\cdots e^{X_n}, \quad X_i \in \mathfrak{g}, 1 \leq i \leq n.</math>|{{EquationRef|S7}}}} This follows from the compactness of a path from the identity to {{math|''g''}} and the one-to-one nature of {{math|exp}} near the identity. In the case of the matrix {{math|''q''}}, one may write {{NumBlk|:|<math>e^{-X}e^{i\pi H} = e^{\bigl(\begin{smallmatrix} 0&-1\\ 0&0\\ \end{smallmatrix}\bigr)}e^{i\pi\bigl(\begin{smallmatrix} 1&0\\ 0&-1\\ \end{smallmatrix}\bigr)} = \bigl(\begin{smallmatrix} 1&-1\\ 0&1\\ \end{smallmatrix}\bigr)\bigl(\begin{smallmatrix} -1&0\\ 0&-1\\ \end{smallmatrix}\bigr) = \bigl(\begin{smallmatrix} -1&1\\ 0&-1\\ \end{smallmatrix}\bigr) = q.</math>|{{EquationRef|S8}}}} The [[w:kernel (algebra)#Group homomorphism|''kernel'']] of the [[w:covering map|''covering map'']] {{math|'''p''':''SL''(2, '''C''') → '''SO'''(3; 1)⁺}} of above is {{math|''N'' {{=}} {''I'', −''I''}<nowiki/>}}, a [[w:normal subgroup|''normal subgroup'']] of {{math|SL(2, '''C''')⁺}}. The composition {{math|'''p''' ∘ exp: '''sl'''(2, '''C''') → SO(3; 1)}} ''is'' onto. If a matrix {{math|''a''}} is not in the image of {{math|exp}}, then there is a matrix {{math|''b''}} [[w:Equivalence relation#Abstract algebra#Group theory|''equivalent'']] to it with respect to {{math|'''p'''}}, meaning {{math|'''p'''(''b'') {{=}} '''p'''(''a'')}}, that is in the image of {{math|exp}}. The condition for equivalence is {{math|''a''⁻¹''b'' ∈ ''N''}}.<ref>{{harvnb|Hall|2003|loc=Appendix A.}}</ref> In the case of the matrix {{math|''q''}}, one may solve for {{math|''p''}} in the equation {{math|''p''⁻¹''q'' {{=}} -''I'' ∈ ''N''}}. One finds {{NumBlk|:|<math>p = \bigl(\begin{smallmatrix} 1&-1\\ 0&1\\ \end{smallmatrix}\bigr) = e^{-X}, \quad p^{-1}q = \bigl(\begin{smallmatrix} 1&1\\ 0&1\\ \end{smallmatrix}\bigr)\bigl(\begin{smallmatrix} -1&1\\ 0&-1\\ \end{smallmatrix}\bigr) = \bigl(\begin{smallmatrix} -1&0\\ 0&-1\\ \end{smallmatrix}\bigr) = -I.</math>|{{EquationRef|S9}}}} As a corollary, since the covering map {{math|'''p'''}} is a homomorphism,the mapping version of the Lie correspondence {{EquationNote|(G6)}}can be used to provide a proof of the surjectiveness of {{math|exp}} for {{math|'''so'''(3; 1)}}. Let {{math|σ}} denote the isomorphism between {{math|'''sl'''(2, '''C''')}} and {{math|'''so'''(3; 1)}}. Refer to the commutative diagram. One has {{math|'''p''' ∘ exp: '''sl'''(2, '''C''') → SO(3; 1) {{=}} exp ∘ σ}} for all {{math|''X'' ∈ '''sl'''(2, '''C''')}}. Since {{math|'''p''' ∘ exp}} is onto, {{math|exp ∘ σ}} is onto, and hence {{math|exp: '''so'''(3; 1) → SO(3; 1)⁺}} is onto as well. ===== {{math|SO(3; 1)⁺}}-representations from {{math|SL(2, C)}}-representations ===== By the [[w:first isomorphism theorem|''first isomorphism theorem'']], a representation {{math|(Φ, ''V'')}} of {{math|SL(2, '''C''')}} descends to a representation {{math|(Π, ''V'')}} of {{math|SO(3; 1)⁺}} if and only if {{math|ker '''p''' ⊂ ker Φ}}. Refer to the commutative diagram. If this condition holds, then both elements in the fiber {{math|'''p'''⁻¹(''g''), ''g'' ∈ SO(3; 1)⁺}} will be mapped by {{math|Φ}} to the same representative, and the expression {{math|Φ('''p'''⁻¹(''g''))}} makes sense. One may thus define {{math|Π: SO(3; 1)⁺ → GL(''V''), Π(''g'') {{=}} Φ('''p'''⁻¹(''g''))}}. In particular, if {{math|Π}} is [[w:Faithful representation|''faithful'']], i.e. having kernel = {{math|''I''}}, then there is no corresponding proper representation of {{math|SO(3; 1)⁺}}, but there is a projective one as was shown in a previous section, corresponding to the two possible choices of representative in each fiber {{math|'''p'''⁻¹(''g'')}}. Lie algebra representations of {{math|'''so'''(3; 1)}} are obtained from {{math|'''sl'''(2, '''C''')}}-representations simply by composition with {{math|σ⁻¹}}. ===== {{math|SL(2, C)}}-representations from {{math|SO(3; 1)⁺}}-representations ===== {{math|SL(2, '''C''')}}-representations can be obtained from non-projective {{math|SO(3; 1)⁺}}-representations by composition with the projection map {{math|'''p'''}}. These are always representations since they are compositions of group homomorphisms. Such a representation is never faithful because {{math|Ker '''p''' {{=}} {''I'', −''I''}<nowiki/>}}. If the {{math|SO(3; 1)⁺}}-representation is projective, then the resulting {{math|SL(2, '''C''')}}-representation would be projective as well. Instead, the isomorphism {{math|σ:'''so'''(3; 1) → '''sl'''(3, '''C''')}} can be employed, composed with {{math|exp:'''sl'''(2, '''C''') → SL(2, '''C''')}}. This is always a non-projective representation. === Properties of the (''m'', ''n'') representations === The {{math|(''m'', ''n'')}} representations are irreducible, and they are the only irreducible representations.<ref name="ReferenceC">{{harvnb|Knapp|2001}}</ref> *Irreducibility follows from the unitarian trick<ref name="Knapp 2001"/> and that a representation {{math|Π}} of {{math|SU(2) × SU(2)}} is irreducible if and only if {{math|Π {{=}} Π_μ ⊗ Π_ν}},<ref group=nb>{{harvnb|Rossmann|2002|loc=Proposition 10, paragraph 6.3.}} This is easiest proved using [[w:character theory|''character theory'']].</ref> where {{math|Π_μ, Π_ν}} are irreducible representations of {{math|SU(2)}}. *Uniqueness follows from that the {{math|Π_''m''}} are the only irreducible representations of {{math|SU(2)}}, which is one of the conclusions of the theorem of the highest weight.<ref>{{harvnb|Hall|2015|loc=Theorems 9.4&ndash;5.}}</ref> ==== Dimension ==== The {{math|(''m'', ''n'')}} representations are {{math|(2''m'' + 1)(2''n'' + 1)}}-dimensional.<ref>{{harvnb|Weinberg|2002|loc=Chapter 5.}}</ref> It follows from the Weyl dimension formula. For a Lie algebra {{math|'''g'''}} it reads<ref>{{harvnb|Hall|2015|loc= Theorem 10.18.}}</ref> <math>\operatorname{dim}\pi_\mu = \frac{\Pi_{\alpha \in R^+} \langle\alpha, \mu + \delta \rangle}{\Pi_{\alpha \in R^+} \langle\alpha, \delta \rangle},</math> where {{math|''R''⁺}} is the set of positive roots and {{math|δ}} is half the sum of the positive roots. The inner product {{math|<⋅,⋅>}} is that of the Lie algebra {{math|'''g'''}}, invariant under the action of the Weyl group on {{math|'''h''' ⊂ '''g'''}}, the [[w:Cartan subalgebra|''Cartan subalgebra'']]. The roots (really elements of {{math|'''h'''*)}} are via this inner product identified with elements of {{math|'''h'''}}. For {{math|'''sl'''(2, '''C''')}}, the formula reduces to {{math|dim ''π''_''μ'' {{=}} ''μ'' + 1 {{=}} 2''m'' + 1}}.<ref>{{harvnb|Hall|2003|p=235.}}</ref> By taking tensor products, the result follows. A quicker approach is, of course, to simply count the dimensions in any concrete realization, such as the one given in [[#representations of SL(2, C) and sl(2, C)|representations of {{math|SL(2,''' C''')}} and {{math|'''sl'''(2, ''' C''')}}]]. ==== Faithfulness ==== If a representation {{math|Π}} of a Lie group {{math|''G''}} is not faithful, then {{math|''N'' {{=}} ker Π}} is a nontrivial normal subgroup because {{math|Π(''n'') {{=}} ''I'' ⇒ Π(''gng''⁻¹) {{=}} Π(''g'')Π(''n'')Π(''g'')⁻¹ {{=}} Π(''g'')Π(''g'')⁻¹ {{=}} ''I''}}. There are three relevant cases. #{{math|''N''}} is non-discrete and [[w:abelian group|''abelian'']]. #{{math|''N''}} is non-discrete and non-abelian. #{{math|''N''}} is discrete. In this case {{math|''N'' ⊂ ''Z''}}, where {{math|''Z''}} is the center of {{math|''G''}}.<ref group=nb>Any discrete normal subgroup of a [[w:path connected|''path connected'']] group {{math|''G''}} is contained in the center {{math|''Z''}} of {{math|''G''}}. {{Paragraph break}} {{harvnb|Hall|2015|loc=Exercise 11, chapter 1.}}</ref> In the case of {{math|SO(3; 1)⁺}}, the first case is excluded since {{math|SO(3; 1)⁺}} is semi-simple.<ref group=nb>A semisimple Lie group does not have any non-discrete normal [[w:abelian group|''abelian subgroups'']]. This can be taken as the definition of semisimplicity.</ref> The second case (and the first case) is excluded because {{math|SO(3; 1)⁺}} is simple.<ref group=nb>A simple group does not have any non-discrete normal subgroups.</ref> For the third case, {{math|SO(3; 1)⁺}} is isomorphic to the quotient {{math|SL(2, '''C''')/{''I'', −''I''}<nowiki/>}}. But {{math|{''I'', −''I''}<nowiki/>}} is the center of {{math|SL(2, '''C''')}}. It follows that the center of {{math|SO(3; 1)⁺}} is trivial, and this excludes the third case. The conclusion is that every representation {{math|Π:SO(3; 1)⁺ → GL(''V'')}} and every projective representation {{math|Π:SO(3; 1)⁺ → PGL(''W'')}} for {{math|''V'', ''W''}} finite-dimensional vector spaces are faithful. By using the fundamental Lie correspondence, the statements and the reasoning above translate directly to Lie algebras with (abelian) nontrivial non-discrete normal subgroups replaced by (one-dimensional) nontrivial ideals in the Lie algebra,<ref>{{harvnb|Rossmann|2002}} Propositions 3 and 6 paragraph 2.5.</ref> and the center of {{math|SO(3; 1)⁺}} replaced by the center of {{math|'''sl'''(3; 1)⁺}}. The center of any semisimple Lie algebra is trivial<ref>{{harvnb|Hall|2003}} See exercise 1, Chapter 6.</ref> and {{math|'''so'''(3; 1)}} is semi-simple and simple, and hence has no non-trivial ideals. A related fact is that if the corresponding representation of {{math|SL(2, ℂ)}} is faithful, then the representation is projective. Conversely, if the representation is non-projective, then the corresponding {{math|SL(2, ℂ)}} representation is not faithful, but is {{math|2:1}}. ==== Non-unitarity ==== The {{math|(''m'', ''n'')}} Lie algebra representation is not [[w:Hermitian|''Hermitian'']]. Accordingly, the corresponding (projective) representation of the group is never [[w:unitary matrix|''unitary'']].<ref group=nb>By contrast, there is a trick, also called Weyl's unitarian trick, but unrelated to the unitarian trick of above showing that all finite-dimensional representations are, or can be made, unitary. If {{math|(Π, ''V'')}} is a finite-dimensional representation of a ''compact'' Lie group {{mvar|G}} and if {{math|(·, ·)}} is any [[w:inner product|''inner product'']] on {{mvar|V}}, define a new inner product {{math|(·, ·)_Π}} by {{math|(''x'', ''y'')_Π {{=}} ∫_''G''(Π(''g'')''x'', Π(''g'')''y'' ''dμ''(''g'')}}, where {{mvar|μ}} is [[w:Haar measure|''Haar measure'']] on {{mvar|G}}. Then {{math|Π}} is unitary with respect to {{math|(·, ·)_Π}}. See {{harvtxt|Hall|2015|loc=Theorem 4.28.}} {{Paragraph break}} Another consequence is that every compact Lie group has the ''complete reducibility property'', meaning that all its finite-dimensional representations decompose as a direct sum of ''irreducible'' representations. {{harvtxt|Hall|2015|loc=Definition 4.24., Theorem 4.28.}} {{Paragraph break}} It is also true that there are no infinite-dimensional ''irreducible'' unitary representations of compact Lie groups, stated, but not proved in {{harvtxt|Greiner|Müller|1994|loc=Section 15.2.}}.</ref> This is due to the non-compactness of the Lorentz group. In fact, a connected simple non-compact Lie group cannot have ''any'' nontrivial unitary finite-dimensional representations.<ref name="Wigner 1939"/> There is a topological proof of this.<ref>{{harvnb|Bekaert|Boulanger|2006}} p.4.</ref> Let {{math|''U'':''G'' → GL(''V'')}}, where {{math|''V''}} is finite-dimensional, be a continuous unitary representation of the non-compact connected simple Lie group {{math|''G''}}. Then {{math|''U''(''G'') ⊂ U(''V'') ⊂ GL(''V'')}} where {{math|U(''V'')}} is the compact subgroup of {{math|GL(''V'')}} consisting of unitary transformations of {{math|''V''}}. The [[w:Kernel (algebra)|''kernel'']], {{math|ker ''U''}}, of {{math|''U''}} is a [[w:normal subgroup|''normal subgroup'']] of {{math|''G''}}. Since {{math|''G''}} is simple, {{math|ker ''U''}} is either all of {{math|''G''}}, in which case {{math|''U''}} is trivial, or {{math|ker ''U''}} is trivial, in which case {{math|''U''}} is [[w:Faithful representation|''faithful'']]. In the latter case {{math|''U''}} is a [[w:diffeomorphism|''diffeomorphism'']] onto its image,<ref>{{harvnb|Hall|2003}} Proposition 1.20.</ref> {{math|''U''(''G'') ≈ ''G''.}}, and {{math|''U''(''G'')}} is Lie group. This would mean that {{math|''U''(''G'')}} is an [[w:Embedded submanifold|''embedded'']] non-compact Lie subgroup of the compact group {{math|U(''V'')}}. This is impossible with the subspace topology on {{math|''U''(''G'') ⊂ U(''V'')}} since all ''embedded'' Lie subgroups of a Lie group are closed<ref>{{harvnb|Lee|2003|loc=Theorem 8.30.}}</ref> If {{math|''U''(''G'')}} were closed, it would be compact,<ref group=nb>{{harvnb|Lee|2003}} Lemma A.17 (c). Closed subsets of compact sets are compact.</ref> and then {{math|''G''}} would be compact,<ref group=nb>{{harvnb|Lee|2003}} Lemma A.17 (a). If {{math|''f'':''X'' → ''Y''}} is continuous, {{math|''X''}} is compact, then {{math|''f''(''X'')}} is compact.</ref> contrary to assumption.<ref group=nb>The non-unitarity is a vital ingredient in the proof of the [[w:Coleman–Mandula theorem|''Coleman–Mandula theorem'']], which has the implication that, contrary to in non-relativistic theories, there can exist no ''ordinary'' symmetry relating particles of different spin. See {{harvtxt|Weinberg|2000|loch=Chapter 24.}}</ref> In the case of the Lorentz group, this can also be seen directly from the definitions. The representations of {{math|'''A'''}} and {{math|'''B'''}} used in the construction are Hermitian. This means that {{math|'''J'''}} is Hermitian, but {{math|'''K'''}} is [[w:anti-Hermitian|''anti-Hermitian'']].<ref>{{harvnb|Weinberg|2002|loc=Section 5.6, p. 231.}}</ref> The non-unitarity is not a problem in quantum field theory, since the objects of concern are not required to have a Lorentz-invariant positive definite norm.<ref>{{harvnb|Weinberg|2002|loc=Section 5.6.}}</ref> ==== Restriction to SO(3) ==== The {{math|(''m'', ''n'')}} representation is, however, unitary when restricted to the rotation subgroup {{math|SO(3)}}, but these representations are not irreducible as representations of SO(3). A [[w:Clebsch–Gordan coefficients|''Clebsch–Gordan decomposition'']] can be applied showing that an {{math|(''m'', ''n'')}} representation have {{math|SO(3)}}-invariant subspaces of highest weight (spin) {{math|''m'' + ''n'', ''m'' + ''n'' − 1, … , &#124;''m'' − ''n''&#124;}},<ref>{{harvnb|Weinberg|2002|p=231.}}</ref> where each possible highest weight (spin) occurs exactly once. A weight subspace of highest weight (spin) {{math|''j''}} is {{math|(2''j'' + 1)}}-dimensional. So for example, the (&frac12;, &frac12;) representation has spin&nbsp;1 and spin&nbsp;0 subspaces of dimension 3 and 1 respectively. Since the [[w:angular momentum|''angular momentum'']] operator is given by {{math|'''J''' {{=}} '''A''' + '''B'''}}, the highest spin in quantum mechanics of the rotation sub-representation will be {{math|(''m'' + ''n'')ℏ}} and the "usual" rules of addition of angular momenta and the formalism of [[w:3-j symbol|''3-j symbols'']], [[w:6-j symbol|''6-j symbols'']], etc. applies.<ref>{{harvnb|Weinberg|2002|loc=Sections 2.5, 5.7.}}</ref> ==== Spinors ==== It is the {{math|SO(3)}}-invariant subspaces of the irreducible representations that determine whether a representation has spin. From the above paragraph, it is seen that the {{math|(''m'', ''n'')}} representation has spin if {{math|''m'' + ''n''}} is half-integral. The simplest are {{math|( &frac12;, 0)}} and {{math|(0,  &frac12;)}}, the Weyl-spinors of dimension {{math|2}}. Then, for example, {{math|(0, ³&frasl;₂)}} and {{math|(1, &frac12;)}} are a spin representations of dimensions {{math|2³&frasl;₂ + 1 {{=}} 4}} and {{math|(2 + 1)(2&frac12; + 1) {{=}} 6}} respectively. Note that, according to the above paragraph, there are subspaces with spin both {{math|³&frasl;₂}} and {{math|&frac12;}} in the last two cases, so these representations cannot likely represent a ''single'' physical particle which must be well-behaved under {{math|SO(3)}}. It cannot be ruled out in general, however, that representations with multiple {{math|SO(3)}} subrepresentations with different spin can represent physical particles with well-defined spin. It may be that there is a suitable relativistic wave equation that projects out ''unphysical components'', leaving only a single spin.<ref>{{harvnb|Tung|1985|loc=Section 10.5.}}</ref> Construction of pure spin {{math|^''n''&frasl;₂}} representations for any {{math|''n''}} (under {{math|SO(3)}}) from the irreducible representations involves taking tensor products of the Dirac-representation with a non-spin representation, extraction of a suitable subspace, and finally imposing differential constraints.<ref>{{harvnb|Weinberg|2002}} This is outlined (very briefly) on page 232, hardly more than a footnote.</ref> ==== Dual representations ==== [[File:Root system A1xA1.svg|150px|thumb|right| The [[root system]] {{math|''A''₁ × ''A''₁}} of {{math|'''sl'''(2, '''C''') ⊕ '''sl'''(2, '''C''')}}.]] To see if the [[w:dual representation|''dual representation'']] of an irreducible representation is [[w:Representation theory#Equivariant maps and isomorphisms|''isomorphic'']] to the original representation one can consider the following theorems: #The set of [[w:Weight (representation theory)|''weights'']] of the [[w:dual representation|''dual representation'']] of an irreducible representation of a semisimple Lie algebra is, including multiplicities, the negative of the set of weights for the original representation.<ref>{{harvnb|Hall|2003|loc=Proposition 7.39.}}</ref> #Two irreducible representations are isomorphic if and only if they have the same [[w:highest weight|''highest weight'']].<ref group=nb>This is one of the conclusions of [[w:Cartan's theorem|''Cartan's theorem'']], the theorem of the highest weight.{{Paragraph break}}{{harvtxt|Hall|2015|loc=Theorems 9.4&ndash;5.}}</ref> #For each semisimple Lie algebra there exists a unique element {{math|w₀}} of the [[w:Weyl group|''Weyl group'']] such that if {{math|μ}} is a dominant integral weight, then {{math|w₀ ⋅ (−μ)}} is again a dominant integral weight.<ref name="Hall 2003 loc=Theorem 7.40">{{harvnb|Hall|2003|loc=Theorem 7.40.}}</ref> #If {{math|π_μ₀}} is an irreducible representation with highest weight {{math|μ₀}}, then {{math|π*_μ₀}} has highest weight {{math|w₀ ⋅ (−μ)}}.<ref name="Hall 2003 loc=Theorem 7.40"/> Here, the elements of the Weyl group are considered as orthogonal transformations, acting by matrix multiplication, on the real vector space of [[w:root system|''roots'']]. One sees that if {{math|−''I''}} is an element of the [[w:Weyl group|''Weyl group'']] of a semisimple Lie algebra, then {{math|w₀ {{=}} −''I''}}. In the case of {{math|'''sl'''(2, '''C''')}}, the Weyl group is {{math|''W'' {{=}} {''I'', −''I''}<nowiki/>}}.<ref>{{harvnb|Hall|2003|loc=Section 6.6.}}</ref> It follows that each {{math|π_μ, μ {{=}} 0, 1, &hellip;}} is isomorphic to its dual {{math|π_μ*}}. The root system of {{math|'''sl'''(2, '''C''') ⊕ '''sl'''(2, '''C''')}} is shown in the figure to the right.<ref group=nb>{{harvnb|Hall|2015|loc=Section 8.2}} The root system is the union of two copies of {{math|''A''₁}}, where each copy resides in its own dimensions in the embedding vector space.</ref> The Weyl group is generated by {{math|{w_γ}<nowiki/>}} where {{math|w_γ}} is reflection in the plane orthogonal to {{math|γ}} as {{math|γ}} ranges over all roots.<ref group=nb>{{harvnb|Rossmann|2002}} This definition is equivalent to the definition in terms of the connected Lie group whose Lie algebra is the Lie algebra of the root system under consideration.</ref> One sees that {{math|w_α ⋅w_β {{=}} −''I''}} so {{math|−''I'' ∈ ''W''}}. Then using the fact that if {{math|π, σ}} are Lie algebra representations and {{math|π ≈ σ}}, then {{math|Π ≈ Σ}}.<ref>{{harvnb|Hall|2003|loc=Second item in proposition 4.5.}}</ref> The conclusion for {{math|SO(3; 1)⁺}} is :<math>\pi_{m, n}^{*} \cong \pi_{m, n}, \quad \Pi_{m, n}^{*} \cong \Pi_{m, n}, \quad 2m, 2n \in \mathbb{N}. </math> ==== Complex conjugate representations ==== If {{math|π}} is a representation of a Lie algebra, then {{math|{{overline|π}}}} is a representation, where the bar denotes entry-wise complex conjugation in the representative matrices. This follows from that complex conjugation commutes with addition and multiplication.<ref>{{harvnb|Hall|2003|p=219.}}</ref> In general, every irreducible representation {{math|π}} of {{math|'''sl'''(''n'', '''C''')}} can be written uniquely as {{math|π {{=}} π⁺ + π⁻}}, where<ref>{{harvnb|Rossmann|2002|loc=Exercise 3 in paragraph 6.5.}}</ref> :<math>\pi^{\pm}(X) = \frac{1}{2}(\pi(X) \pm i\pi(i^{-1}X)),</math> with {{math|π⁺}} holomorphic (complex linear) and {{math|π⁻}} '''anti-holomorphic''' (conjugate linear). For {{math|'''sl'''(2, '''C''')}}, since {{math|π_μ}} is holomorphic, {{math|{{overline|π}}_μ}} is anti-holomorphic. Direct examination of the explicit expressions for {{math|π_{μ, 0}}} and {{math|π_{0, ν}}} in equation {{EquationNote|(S8)}}below shows that they are holomorphic and anti-holomorphic respectively. Closer examination of the expression {{EquationNote|(S8)}}also allows for identification of {{math|π⁺}} and {{math|π⁻}} for {{math|π_{μ, ν}}} as {{math|π⁺_{μ, ν} {{=}} π_μ^{⊕_{ν + 1}}}} and {{math|π⁻_{μ, ν} {{=}} {{overline|π}}_ν^{⊕_{μ + 1}}}}. Using the above identities (interpreted as pointwise addition of functions), for {{math|SO(3; 1)⁺}} yields :<math>\overline{\pi_{m, n}} = \overline{\pi_{m, n}^+ + \pi_{m, n}^-} = \overline{\pi_m^{\oplus_{2n + 1}}} + \overline{\overline{\pi_n}^{\oplus_{2m + 1}}} = \pi_n^{\oplus_{2m + 1}} + \overline{\pi_m}^{\oplus_{2n + 1}} = \pi_{n, m}^+ + \pi_{n, m}^- = \pi_{n, m}, \quad \overline{\Pi_{m, n}} = \Pi_{n, m}, \quad 2m, 2n \in \mathbb{N}, </math> where the statement for the group representations follow from {{math|exp({{overline|''X''}})}} = {{math|{{overline|exp(''X'')}}}}. It follows that the irreducible representations {{math|(''m'', ''n'')}} have real matrix representatives if and only if {{math|''m'' {{=}} ''n''}}. Reducible representations on the form {{math|(''m'', ''n'') ⊕ (''n'', ''m'')}} have real matrices too. === Induced representations on the Clifford algebra and the Dirac spinor representation === [[File:Richard Brauer.jpg|upright|thumb|right|[[Richard Brauer]] and wife Ilse 1970. Brauer generalized the [[spin representation]]s of Lie algebras sitting inside [[Clifford algebra]]s to spin higher than {{sfrac|1|2}}.{{Paragraph break}}Photo courtesy of MFO.]] In general representation theory, if {{math|(''π'', ''V'')}} is a representation of a Lie algebra '''g''', then there is an associated representation of '''g''' on {{math|[[w:Endomorphism|''End'']] ''V''}}, also denoted {{mvar|π}}, given by {{NumBlk|:|<math>\pi(X)(A) = [\pi(X),A], \quad A\in \operatorname{End}V,\ X\in\mathfrak{g}.</math>|{{EquationRef|I1}}}} Likewise, a representation {{math|(Π, ''V'')}} of a group {{mvar|G}} yields a representation {{math|Π}} on {{math|End  ''V''}} of {{mvar|G}}, still denoted {{math|Π}}, given by<ref>{{harvnb|Hall|2003}} See appendix D.3</ref> {{NumBlk|:|<math>\Pi(g)(A) = \Pi(g)A\Pi(g)^{-1}, \quad A\in \operatorname{End}V,\ g\in G.</math>|{{EquationRef|I2}}}} Applying this to the Lorentz group, if {{math|(Π, ''V'')}} is a projective representation, then direct calculation using ([[#equation G4|G4]]) shows that the induced representation on {{math|End ''V''}} is, in fact, a proper representation, i.e. a representation without phase factors. In quantum mechanics this means that if {{math|(''π'', ''H'')}} or {{math|(Π, ''H'')}} is a representation acting on some Hilbert space {{math|''H''}}, then the corresponding induced representation acts on the set of linear operators on {{math|''H''}}. As an example, the induced representation of the projective spin {{math|(&frac12;, 0) ⊕ (0, &frac12;)}} representation on {{math|End(''H'')}} is the non-projective 4-vector ({&frac12;, &frac12;) representation.<ref>{{harvnb|Weinberg|2002|loc=Equation 5.4.8.}}</ref> For simplicity, consider now only the "discrete part" of {{math|End ''H''}}, that is, given a basis for {{math|''H''}}, the set of constant matrices of various dimension, including possibly infinite dimensions. A general element of the full {{math|End ''H''}} is the sum of tensor products of a matrix from the simplified {{math|End ''H''}} and an operator from the left out part. The left out part consists of functions of spacetime, differential and integral operators and the like. See [[w:Dirac operator|''Dirac operator'']] for an illustrative example. Also left out are operators corresponding to other degrees of freedom not related to spacetime, such as gauge degrees of freedom in gauge theories. The induced 4-vector representation of above on this simplified {{math|End ''H''}} has an invariant 4-dimensional subspace that is spanned by the four [[w:gamma matrices|''gamma matrices'']].<ref name="Weinberg 2002 loc=Section 5.4">{{harvnb|Weinberg|2002|loc=Section 5.4.}}</ref> (Note the different metric convention in the linked article.) In a corresponding way, the complete Clifford [[w:spacetime algebra|''algebra of spacetime'']], {{math|Cℓ_3,1('''R''')}}, whose complexification is {{math|M₄('''C''')}}, generated by the gamma matrices decomposes as a direct sum of [[w:representation space|''representation spaces'']] of a '''scalar''' irreducible representation (irrep), the {{math|(0, 0)}}, a '''pseudoscalar''' irrep, also the {{math|(0, 0)}}, but with parity inversion eigenvalue −1, see the [[#The full Lorentz group|next section]] below, the already mentioned '''vector''' irrep, {{math|(&frac12;, &frac12;)}}, a '''pseudovector''' irrep, {{math|(&frac12;, &frac12;)}} with parity inversion eigenvalue +1 (not −1), and a '''tensor''' irrep, {{math|(1, 0) ⊕ (0, 1)}}.<ref>{{harvnb|Weinberg|2002|pp=215&ndash;216.}}</ref> The dimensions add up to {{math|1=1 + 1 + 4 + 4 + 6 = 16}}. In other words, {{NumBlk|:|<math>Cl_{3,1}(\mathbb{R}) = (0,0) \oplus (\frac{1}{2}, \frac{1}{2}) \oplus [(1, 0) \oplus (0, 1)] \oplus (\frac{1}{2}, \frac{1}{2})_p \oplus (0, 0)_p,</math>|{{EquationRef|I3}}}} where, as is [[w:Abuse of notation|''customary'']], a representation is confused with its representation space. This is, in fact, a reasonably convenient way to show that the algebra spanned by the gammas is 16-dimensional.<ref name="ReferenceA">{{harvnb|Weinberg|2002}} Section 5.4.</ref> ==== The {{math|(&frac12;, 0) ⊕ (0, &frac12;)}} spin representation ==== The six-dimensional representation space of the tensor {{math|(1, 0) ⊕ (0, 1)}}-representation inside {{math|Cℓ_3,1('''R''')}} has two roles. In particular, letting<ref>{{harvnb|Weinberg|2002|loc=Equation 5.4.6.}}</ref> {{NumBlk|:|<math>\sigma^{\mu\nu} = -\frac{i}{4}[\gamma^\mu, \gamma^\nu],</math>|{{EquationRef|I4}}}} where {{math|{γ^μ ∈ Cℓ_3,1('''R'''): μ {{=}} 0,1,2,3} }} are the gamma matrices, the {{math|{σ^μν ∈ Cℓ_3,1('''R''')} }}, only 6 of which are non-zero due to antisymmetry of the bracket, span the tensor representation space. Moreover, they have the commutation relations of the Lorentz Lie algebra,<ref name="ReferenceA"/> {{NumBlk|:|<math>[\sigma^{\mu\nu},\sigma^{\rho\tau}] = i(\eta^{\tau\mu}\sigma^{\rho\nu} + \eta^{\nu\tau}\sigma^{\mu\rho} - \eta^{\rho\mu}\sigma^{\tau\nu} -\eta^{\nu\rho}\sigma^{\mu\tau}),</math>|{{EquationRef|I5}}}} and hence constitute a representation (in addition to being a representation space) sitting inside {{math|Cℓ_3,1('''R''')}}, the {{math|(&frac12;, 0) ⊕ (0, &frac12;)}} spin representation. For details, see [[w:bispinor|''bispinor'']] and [[w:Dirac algebra|''Dirac algebra'']]. The conclusion is that every element of the complexified {{math|Cℓ_3,1('''R''')}} in {{math|End ''H''}} (i.e. every complex {{gaps|4|×|4}} matrix) has well defined Lorentz transformation properties. In addition, it has a spin-representation of the Lorentz Lie algebra, which upon exponentiation becomes a spin representation of the group, acting on {{math|'''C'''⁴}}, making it a space of bispinors. === Reducible representations === There is a multitude of other representations that can be deduced from the irreducible ones, such as those obtained in a standard manner by taking direct sums, tensor products, and quotients of the irreducible representations. Other methods of obtaining representations include the restriction of a representation of a larger group containing the Lorentz group, e.g. {{math|GL(''n'', ℝ)}}. These representations are in general not irreducible, and are not discussed here. It is to be noted though that the Lorenz group and its Lie algebra have the ''complete reducibility property''. This means that every representation reduces to a direct sum of irreducible representations. === Space inversion and time reversal === The (possibly projective) {{math|(''m'', ''n'')}} representation is irreducible as a representation {{math|SO(3; 1)⁺}}, the identity component of the Lorentz group, in physics terminology the [[w:orthochronous|''proper orthochronous'']] Lorentz group. If {{math|1=''m'' = ''n''}} it can be extended to a representation of all of {{math|O(3; 1)}}, the full Lorentz group, including [[w:P-symmetry|''space parity inversion'']] and [[w:T-symmetry|''time reversal'']]. The representations {{math|(''m'', ''n'') ⊕ (''n'', ''m'')}} can be extended likewise.<ref>{{harvnb|Weinberg|2002|loc=Section 5.7, pp. 232&ndash;233.}}</ref> ====Space parity inversion==== For space parity inversion, one considers the [[w:adjoint representation|''adjoint action'']] {{math|Ad_''P''}} of {{math|''P'' ∈ SO(3; 1)}} on {{math|'''so'''(3; 1)}}, where {{math|''P''}} is the standard representative of space parity inversion, {{math|1=''P'' = diag(1, −1, −1, −1)}}, given by {{NumBlk|:|<math>\mathrm{Ad}_P(J_i) = PJ_iP^{-1} = J_i, \qquad \mathrm{Ad}_P(K_i) = PK_iP^{-1} = -K_i.</math>|{{EquationRef|F1}}}} It is these properties of {{math|'''K'''}} and {{math|'''J'''}} under {{mvar|P}} that motivate the terms ''vector'' for {{math|'''K'''}} and [[w:pseudovector|''pseudovector'']] or ''axial vector'' for {{math|'''J'''}}. In a similar way, if {{math|π}} is any representation of {{math|'''so'''(3; 1)}} and {{math|Π}} is its associated group representation, then {{math|Π(SO(3; 1)⁺)}} acts on the representation of {{math|π}} by the adjoint action, {{math|π(''X'') ↦ Π(''g'') π(''X'') Π(''g'')⁻¹}} for {{math|''X'' ∈ '''so'''(3; 1)}}, {{math|g ∈ SO(3; 1)⁺}}. If {{math|''P''}} is to be included in {{math|Π}}, then consistency with {{EquationNote|F1|(F1)}}requires that {{NumBlk|:|<math>\Pi(P)\pi(B_i)\Pi(P)^{-1} = \pi(A_i)</math>|{{EquationRef|F2}}}} holds, where {{math|'''A'''}} and {{math|'''B'''}} are defined as in the first section. This can hold only if {{math|''A''_''i''}} and {{math|''B''_''i''}} have the same dimensions, i.e. only if {{math|1=''m'' = ''n''}}. When {{math|''m'' ≠ ''n''}} then {{math|(''m'', ''n'') ⊕ (''n'', ''m'')}} can be extended to an irreducible representation of {{math|SO(3; 1)⁺}}, the orthocronous Lorentz group. The parity reversal representative {{math|Π(''P'')}} does not come automatically with the general construction of the {{math|(''m'', ''n'')}} representations. It must be specified separately. The matrix {{math|1=[[w:Gamma matrices|''β'' = ''i'' ''γ''⁰]]}} (or a multiple of modulus −1 times it) may be used in the {{math|(&frac12;, 0) ⊕ (0, &frac12;)}}<ref>{{harvnb|Weinberg|2002|loc=Section 5.7, p. 233.}}</ref> representation. If parity is included with a minus sign (the {{math|1×1}} matrix {{math|[−1]}}) in the {{math|(0,0)}} representation, it is called a [[w:pseudoscalar|''pseudoscalar'']] representation. ==== Time reversal ==== [[w:T-symmetry|''Time reversal'']] {{math|1=''T'' = diag(−1, 1, 1, 1)}}, acts similarly on {{math|'''so'''(3; 1)}} by<ref>{{harvnb|Weinberg|2002}} Equation 2.6.5.</ref> {{NumBlk|:|<math>\mathrm{Ad}_T(J_i) = TJ_iT^{-1} = -J_i, \qquad \mathrm{Ad}_T(K_i) = TK_iT^{-1} = K_i.</math>|{{EquationRef|F3}}}} By explicitly including a representative for {{math|''T''}}, as well as one for {{math|''P''}}, one obtains a representation of the full Lorentz group {{math|SO(3; 1)}}. A subtle problem appears however in application to physics, in particular quantum mechanics. When considering the full [[w:Representation theory of the Poincaré group|''Poincaré group'']], four more generators, the {{math|''P''^μ}}, in addition to the {{math|''J''^''i''}} and {{math|''K''^''i''}} generate the group. These are interpreted as generators of translations. The time-component {{math|''P''⁰}} is the Hamiltonian {{math|''H''}}. The operator {{math|''T''}} satisfies the relation<ref>{{harvnb|Weinberg|2002}} Equation following 2.6.6.</ref> {{NumBlk|:|<math>\mathrm{Ad}_{T}(iH) = TiHT^{-1} = -iH</math>|{{EquationRef|F4}}}} in analogy to the relations above with {{math|'''so'''(3; 1)}} replaced by the full [[w:Representation theory of the Poincare group|''Poincaré algebra'']]. By just cancelling the {{math|''i''}}'s, the result {{math|1=''THT''⁻¹ = −''H''}} would imply that for every state {{math|Ψ}} with positive energy {{math|''E''}} in a Hilbert space of quantum states with time-reversal invariance, there would be a state {{math|Π(''T''⁻¹)Ψ}} with negative energy {{math|−''E''}}. Such states do not exist. The operator {{math|Π(''T'')}} is therefore chosen [[w:antilinear|''antilinear'']] and [[w:antiunitary|''antiunitary'']], so that it [[w:anticommutator|''anticommutes'']] with {{math|''i''}}, resulting in {{math|1=''THT''⁻¹}} = {{math|+''H''}}, and its action on Hilbert space likewise becomes antilinear and antiunitary.<ref>{{harvnb|Weinberg|2002|loc=Section 2.6.}}</ref> It may be expressed as the composition of [[w:complex conjugation|''complex conjugation'']] with multiplication by a unitary matrix.<ref>For a detailed discussion of the spin 0, {{sfrac|1|2}} and 1 cases, see {{harvnb|Greiner|Reinhardt|1996}}.</ref> This is mathematically sound, see [[w:Wigner's theorem|''Wigner's theorem'']], but if one is very strict with terminology, {{math|Π}} is not a ''representation''. When constructing theories such as [[w:quantum electrodynamics|''QED'']] which is invariant under space parity and time reversal, Dirac spinors may be used, while theories that do not, such as the [[w:electroweak force|''electroweak force'']], must be formulated in terms of Weyl spinors. The Dirac representation, {{nowrap|(&frac12;, 0) ⊕ (0, &frac12;)}}, is usually taken to include both space parity and time inversions. Without space parity inversion, it is not an irreducible representation. The third discrete symmetry entering in the [[w:CPT theorem|''CPT theorem'']] along with {{math|''P''}} and {{math|''T''}}, [[w:charge conjugation symmetry|''charge conjugation symmetry'']] {{math|''C''}}, has nothing directly to do with Lorentz invariance.<ref>{{harvnb|Weinberg|2002|loc=Chapter 3.}}</ref> == Action on function spaces == In the classification of the irreducible finite-dimensional representations of above it was never specified precisely ''how'' a representative of a group or Lie algebra element acts on vectors in the representation space. The action can be anything as long as it is linear. The point silently adopted was that after a choice of basis in the representation space, everything becomes matrices anyway. If {{mvar|V}} is a vector space of functions of a finite number of variables {{mvar|n}}, then the action on a scalar function {{math|''f'' ∈ ''V''}} given by {{NumBlk|:|<math>(\Pi(g)f)(x) = f(\Pi_x(g)^{-1}x),\qquad x \in \mathbb{R}^n, f \in V</math>|{{EquationRef|H1}}}} produces another function {{math|Π''f'' ∈ ''V''}}. Here {{math|Π_''x''}} is an {{mvar|n}}-dimensional representation, and {{math|Π}} is a possibly infinite-dimensional representation. A special case of this construction is when {{mvar|V}} is a space of functions defined on the group {{mvar|G}} itself, viewed as a {{mvar|n}}-dimensional [[w:manifold|''manifold'']] embedded in {{math|'''R'''^''n''}}.<ref>{{harvnb|Rossmann|2002}} See section 6.1 for more examples, both finite-dimensional and infinite-dimensional.</ref> This is the setting in which the [[w:Peter–Weyl theorem|''Peter–Weyl theorem'']] and the [[w:Borel–Weil theorem|''Borel–Weil theorem'']] are formulated. The former demonstrates the existence of a Fourier decomposition of functions on a compact group into [[w:character (mathematics)#Character of a representation|''characters'']] of finite-dimensional representations.<ref name="ReferenceC"/> The completeness of the characters in this sense can thus be used to prove the existence of the highest weight representations.<ref>{{harvnb|Hall|2015|loc=Theorem 12.6.}}</ref> The latter theorem, providing more explicit representations, makes use of the [[w:unitarian trick|''unitarian trick'']] to yield representations of complex non-compact groups, e.g. {{math|SL(2, '''C''')}}; in the present case, there is a one-to-one correspondence between representations of {{math|SU(2)}} and [[w:Analyticity of holomorphic functions|''holomorphic'']] representations of {{math|SL(2, '''C''')}}. (A group representation is called holomorphic if its corresponding Lie algebra representation is complex linear.) This theorem too can be used to demonstrate the existence of the highest weight representations.<ref>{{harvnb|Hall|2003|loc=Chapter 7.}}</ref> === Euclidean rotations === ::Main articles: [[w:Rotation group SO(3)|''Rotation group SO(3)'']], [[w:Spherical harmonics|''Spherical harmonics'']] The subgroup {{math|SO(3)}} of three-dimensional Euclidean rotations has an infinite-dimensional representation on the Hilbert space {{math|1=''L''²('''S'''²) = span{''Y''^''ℓ''_''m'', ''ℓ'' ∈ '''N'''⁺, −''ℓ'' ≤ ''m'' ≤ ''ℓ'' }}}, where the {{math|''Y''^''ℓ''_''m''}} are [[w:spherical harmonics|''spherical harmonics'']]. Its elements are square integrable complex-valued functions<ref group=nb>The elements of {{math|''L''²('''S'''²)}} are actually equivalence classes of functions. two functions are declared equivalent if they differ merely on a set of [[w:measure zero|''measure zero'']]. The integral is the Lebesgue integral in order to obtain a ''complete'' inner product space.</ref> on the sphere. The inner product on this space is given by {{NumBlk|:|<math>\langle f,g\rangle = \int_{\mathbb{S}^2}\overline{f}gd\Omega = \int_0^{2\pi}\int_0^{\pi}\overline{f}g \sin\theta d\theta d\varphi.</math>|{{EquationRef|H1}}}} If {{mvar|f}} is an arbitrary square integrable function defined on the unit sphere {{math|'''S'''²}}, then it can be expressed as<ref name="Gelfand_M_S">{{harvnb|Gelfand|Minlos|Shapiro|1963}}</ref> {{NumBlk|:|<math>|f\rangle = \sum_{l = 1}^\infty\sum_{m = -l}^{m = l} |Y_m^l\rangle\langle Y_m^l|f\rangle, \quad f(\theta, \varphi) = \sum_{l = 1}^\infty\sum_{m = -l}^{m = l}f_{lm}Y^l_m(\theta, \varphi),</math>|{{EquationRef|H2}}}} where the expansion coefficients are given by {{NumBlk|:|<math>f_{lm} = \langle Y_m^l, f \rangle = \int_{\mathbb{S}^2}\overline{{Y^l_m}}fd\Omega = \int_0^{2\pi}\int_0^\pi \overline{{Y_m^l}}(\theta, \varphi)f(\theta, \varphi)\sin \theta d\theta d\varphi.</math>|{{EquationRef|H3}}}} The Lorentz group action restricts to that of {{math|SO(3)}} and is expressed as {{NumBlk|:|<math>(\Pi(R)f)(\theta(x), \varphi(x)) = \sum_{l = 1}^\infty\sum_{m = -l}^{m = l}\sum_{m' = -l}^{m' = l}D^{(l)}_{mm'}(R)f_{lm'}Y^l_m(\theta(R^{-1}x), \varphi(R^{-1}x)), \qquad R \in \mathrm{SO}(3), \quad x \in \mathbb{S}^2.</math>|{{EquationRef|H4}}}} This action is unitary, meaning that {{NumBlk|:|<math>\langle \Pi(R)f,\Pi(R)g\rangle = \langle f,g\rangle \qquad \forall f,g \in \mathbb{S}^2, \quad\forall R \in \mathrm{SO}(3).</math>|{{EquationRef|H5}}}} The {{math|''D''^(''ℓ'')}} can be obtained from the {{math|''D''^{(''m'', ''n'')}}} of above using [[w:Clebsch–Gordan coefficients|''Clebsch–Gordan decomposition'']], but they are more easily directly expressed as an exponential of an odd-dimensional {{math|'''su'''(2)}}-representation (the 3-dimensional one is exactly {{math|'''so'''(3)}}).<ref>In ''Quantum Mechanics - non-relativistic theory'' by [[w:Course of Theoretical Physics|''Landau and Lifshitz'']] the lowest order {{math|''D''}} are calculated analytically.</ref><ref>{{harvnb|Curtright|Fairlie|Zachos|2014}} A formula for {{math|''D''^(''ℓ'')}} valid for all ''ℓ'' is given.</ref> In this case the space {{math|''L''²('''S'''²)}} decomposes neatly into an infinite direct sum of irreducible odd finite-dimensional representations {{math|''V''_{2''i'' + 1}, ''i'' {{=}} 0, 1, &hellip;}} according to<ref>{{harvnb|Hall|2003}} Section 4.3.5.</ref> {{NumBlk|:|<math>L^2(\mathbb{S}^2) = \sum_{i = 0}^{\infty} V_{2i + 1} \equiv \bigoplus_{i=0}^\infty \operatorname{span}\{Y_m^{2i+1}\}.</math>|{{EquationRef|H6}}}} This is characteristic of infinite-dimensional unitary representations of {{math|SO(3)}}. If {{mvar|Π}} is an infinite-dimensional unitary representation on a [[w:separable space|''separable'']]<ref group=nb>A Hilbert space is separable if and only if it has a countable basis. All separable Hilbert spaces are isomorphic.</ref> Hilbert space, then it decomposes as a direct sum of finite-dimensional unitary representations.<ref name=Gelfand_M_S/> Such a representation is thus never irreducible. All irreducible finite-dimensional representations {{math|(Π, ''V'')}} can be made unitary by an appropriate choice of inner product,<ref name=Gelfand_M_S/> :<math>\langle f, g\rangle_U \equiv \int_{\mathrm{SO}(3)}\langle \Pi(R)f, \Pi(R)g\rangle dg = \frac{1}{8\pi^2}\int_0^{2\pi}\int_0^{\pi}\int_0^{2\pi} \langle \Pi(R)f, \Pi(R)g\rangle \sin \theta d\varphi d\theta d\psi, \quad f,g \in V,</math> where the integral is the unique invariant integral over {{math|SO(3)}} normalized to {{math|1}}, here expressed using the [[w:Euler angles|''Euler angles'']] parametrization. The inner product inside the integral is any inner product on {{math|''V''}}. === The Möbius group === ::Main article: [[w:Möbius transformation|''Möbius transformation'']], [[w:Lorentz group#Relation to the Möbius group|''Lorentz group#Relation to the Möbius group'']] The identity component of the Lorentz group is isomorphic to the [[w:Möbius transformation|''Möbius group'']] {{math|M}}. This group can be thought of as [[w:conformal mapping|''conformal mappings'']] of either the [[w:complex plane|''complex plane'']] or, via [[w:stereographic projection|''stereographic projection'']], the [[w:Riemann sphere|''Riemann sphere'']]. In this way, the Lorentz group itself can be thought of as acting conformally on the complex plane or on the Riemann sphere. In the plane, a Möbius transformation characterized by the complex numbers {{math|''a'', ''b'', ''c'', ''d''}} acts on the plane according to<ref>{{harvnb|Churchill|Brown|2014|loc=Chapter 8 pp. 307-310.}}</ref> {{NumBlk|:|<math>f(z) = \frac{a z + b}{c z + d}, \qquad ad - bc \neq 0</math>.|{{EquationRef|M1}}}} and can be represented by complex matrices {{NumBlk|:|<math>\Pi_f = \begin{pmatrix} A & B \\ C & D \end{pmatrix} = \lambda \begin{pmatrix} a & b \\ c & d \end{pmatrix}, \qquad \lambda \in \mathbb C-\{0\},\, \operatorname{det} \Pi_f = 1,</math>|{{EquationRef|M2}}}} since multiplication by a nonzero complex scalar does not change {{mvar|f}}. These are elements of {{math|SL(2,  ℂ)}} and are unique up to a sign (since {{math|±Π_''f''}} give the same {{mvar|f}}), hence {{math|M ≈ SL(2,  ℂ)/{I,  −I} ≈ SO(3; 1)⁺}}. === The Riemann P-functions === ::Main article: [[w:Riemann's differential equation|''Riemann's differential equation'']] The [[w:Riemann's differential equation|''Riemann P-functions'']], solutions of Riemann's differential equation, are an example of a set of functions that transform among themselves under the action of the Lorentz group. The Riemann P-functions are expressed as<ref>{{cite journal|last1=Gonzalez|first1=P. A.|last2=Vasquez|first2=Y.|title=Dirac Quasinormal Modes of New Type Black Holes in New Massive Gravity|year=2014|journal= Eur. Phys. J. C |publisher=Springer|location=Berlin·Heidelberg|issn=1434-6044|volume=74:2969|arxiv=1404.5371v2|doi=10.1140/epjc/s10052-014-2969-1|url=http://link.springer.com/article/10.1140%2Fepjc%2Fs10052-014-2969-1|page=3}}</ref> {{NumBlk| :|<math>w(z)=P \left\{ \begin{matrix} a & b & c & \; \\ \alpha & \beta & \gamma & z \\ \alpha' & \beta' & \gamma' & \; \end{matrix} \right\} = \left(\frac{z-a}{z-b}\right)^\alpha \left(\frac{z-c}{z-b}\right)^\gamma P \left\{ \begin{matrix} 0 & \infty & 1 & \; \\ 0 & \alpha+\beta+\gamma & 0 & \;\frac{(z-a)(c-b)}{(z-b)(c-a)} \\ \alpha'-\alpha & \alpha+\beta'+\gamma & \gamma'-\gamma & \; \end{matrix} \right\}, </math>|{{EquationRef|T1}}}} where the {{math|''a'',  ''b'',  ''c'',  ''α'',  ''β'',  ''γ'',  ''α&prime;'',  ''β&prime;'',  ''γ&prime;''}} are complex constants. The P-function on the right hand side can be expressed using standard [[w:hypergeometric functions|''hypergeometric functions'']]. The connection is<ref>{{harvnb|Abramowitz|Stegun|1965|loc=Equation 15.6.5.}}</ref> {{NumBlk| :|<math> P \left\{ \begin{matrix} 0 & \infty & 1 & \; \\ 0 & a & 0 & z \\ 1-c & b & c-a-b & \; \end{matrix} \right\} = \;_2F_1(a,b;c;z).</math>|{{EquationRef|T2}}}} The set of constants {{math|0, ∞, 1}} in the upper row on the left hand side are the [[w:regular singular point|''regular singular points'']] of the [[w:Hypergeometric function#The hypergeometric differential equation|''Gauss' hypergeometric equation'']].<ref>{{harvnb|Simmons|1972|loc=Sections 30, 31.}}</ref> Its ''exponents'', i. e. solutions of the [[w:indicial equation|''indicial equation'']], for expansion around the singular point {{math|0}} are {{math|0}} and {{math|1 − ''c''}} ,corresponding to the two linearly independent solutions,<ref group = nb>See {{harvtxt|Simmons|1972|loc=Section 30.}} for precise conditions under which two [[w:Frobenius method|''Frobenius method'']] yields two linearly independent solutions. If the exponents do not differ by an integer, this is always the case.</ref> and for expansion around the singular point {{math|1}} they are {{math|0}} and {{math|''c'' − ''a'' − ''b''}}.<ref>{{harvnb|Simmons|1972|loc=Sections 30.}}</ref> Similarly, the exponents for {{math|∞}} are {{mvar|a}} and {{mvar|b}} for the two solutions.<ref>{{harvnb|Simmons|1972|loc=Section 31.}}</ref> One has thus {{NumBlk| :|<math>w(z)= \left(\frac{z-a}{z-b}\right)^\alpha \left(\frac{z-c}{z-b}\right)^\gamma \;_2F_1 \left( \alpha+\beta +\gamma, \alpha+\beta'+\gamma; 1+\alpha-\alpha'; \frac{(z-a)(c-b)}{(z-b)(c-a)} \right) ,</math>|{{EquationRef|T3}}}} where the condition (sometimes called Riemann's identity)<ref>{{harvnb|Simmons|1972|loc=Equation 11 in appendix E, chapter 5.}}</ref> :<math>\alpha+\alpha'+\beta+\beta'+\gamma+\gamma'=1</math> on the exponents of the solutions of Riemann's differential equation has been used to define {{math|''γ''&prime;}}. The first set of constants on the left hand side in {{EquationNote|(T1)}}, {{math|''a'', ''b'', ''c''}} denotes the regular singular points of Riemann's differential equation. The second set, {{math|''α'', ''β'', ''γ''}}, are the corresponding exponents at {{math|''a'', ''b'', ''c''}} for one of the two linearly independent solutions, and, accordingly, {{math|''α&prime;'', ''β&prime;'', ''γ&prime;''}} are exponents at {{math|''a'', ''b'', ''c''}} for the second solution. Define an action of the Lorentz group on the set of all Riemann P-functions by first setting {{NumBlk|:|<math>u(\Lambda)(z)=\frac{Az+B}{Cz+D},</math>|{{EquationRef|T4}}}} where {{math|''A'',  ''B'',  ''C'',  ''D''}} are the entries in {{NumBlk|:|<math>\lambda = \begin{pmatrix} A & B \\ C & D \end{pmatrix} \in SL(2, \mathbb C),</math>|{{EquationRef|T5}}}} for {{math|Λ {{=}} ''p''(''λ'') ∈ SO(3; 1)⁺}} a Lorentz transformation. Define {{NumBlk|:|<math>[\Pi(\Lambda) P](z) = P[u(\Lambda)(z)],</math>|{{EquationRef|T6}}}} where {{mvar|P}} is a Riemann P-function. The resulting function is again a Riemann P-function. The effect of the Mobius transformation of the argument is that of shifting the [[w:pole (complex analysis)|''poles'']] to new locations, hence changing the critical points, but there is no change in the exponents of the differential equation the new function satisfies. The new function is expressed as {{NumBlk| :|<math>[\Pi(\Lambda) P](u) = P \left\{ \begin{matrix} \eta & \zeta & \theta & \; \\ \alpha & \beta & \gamma & u \\ \alpha' & \beta' & \gamma' & \; \end{matrix} \right\},</math> |{{EquationRef|T6}}}} where {{NumBlk| :|<math>\eta=\frac{Aa+B}{Ca+D} \quad \text{ and } \quad \zeta=\frac{Ab+B}{Cb+D} \quad \text{ and } \quad \theta=\frac{Ac+B}{Cc+D}.</math> |{{EquationRef|T7}}}} ==Infinite-dimensional unitary representations==<!--caution: internal #-link --> ===History=== The Lorentz group {{math|SO(3; 1)⁺}} and its double cover {{math|SL(2, '''C''')}} also have infinite dimensional unitary representations, studied independently by {{harvtxt|Bargmann|1947}}, {{harvtxt|Gelfand|Naimark|1947}} and {{harvtxt|Harish-Chandra|1947}} at the instigation of [[w:Paul Dirac|''Paul Dirac'']]. This trail of development begun with {{harvtxt|Dirac|1936}} where he devised matrices {{math|'''U'''}} and {{math|'''B'''}} necessary for description of higher spin (compare [[w:Dirac matrices|''Dirac matrices'']]), elaborated upon by {{harvtxt|Fierz|1939}}, see also {{harvtxt|Fierz|Pauli|1939}}, and proposed precursors of the [[w:Bargmann-Wigner equations|''Bargmann-Wigner equations'']]. In {{harvtxt|Dirac|1945}} he proposed a concrete infinite-dimensional representation space whose elements were called '''expansors''' as a generalization of tensors. These ideas were incorporated by Harish&ndash;Chandra and expanded with '''expinors''' as an infinite-dimensional generalization of spinors in his 1947 paper. The [[w:Plancherel formula|''Plancherel formula'']] for these groups was first obtained by Gelfand and Naimark through involved calculations. The treatment was subsequently considerably simplified by {{harvtxt|Harish-Chandra|1951}} and {{harvtxt|Gelfand|Graev|1953}}, based on an analogue for {{math|SL(2, '''C''')}} of the integration formula of [[w:Hermann Weyl|''Hermann Weyl'']] for [[w:compact Lie group|''compact Lie groups'']]. Elementary accounts of this approach can be found in {{harvtxt|Rühl|1970}} and {{harvtxt|Knapp|2001}}. The theory of [[w:zonal spherical function|''spherical functions'']] for the Lorentz group, required for [[w:harmonic analysis|''harmonic analysis'']] on the 3-dimensional [[w:hyperboloid#Relation to the sphere|''unit quasi-sphere'']] in Minkowski space, or equivalently 3-dimensional [[w:hyperbolic space|''hyperbolic space'']], is considerably easier than the general theory. It only involves representations from the spherical [[w:principal series|''principal series'']] and can be treated directly, because in radial coordinates the [[w:Laplacian|''Laplacian'']] on the hyperboloid is equivalent to the Laplacian on {{math|'''R'''}}. This theory is discussed in {{harvtxt|Takahashi|1963}}, {{harvtxt|Helgason|1968}}, {{harvtxt|Helgason|2000}} and the posthumous text of {{harvtxt|Jorgenson|Lang|2008}}. ===Principal series=== The '''principal series''', or '''unitary principal series''', are the unitary representations [[w:induced representation|''induced'']] from the one-dimensional representations of the lower triangular subgroup&nbsp;{{mvar|B}} of {{math|1=''G'' = SL(2, '''C''')}}. Since the one-dimensional representations of {{mvar|B}} correspond to the representations of the diagonal matrices, with non-zero complex entries {{mvar|z}} and {{math|''z''⁻¹}}, they thus have the form :<math>\chi_{\nu,k}\begin{pmatrix}z& 0\\ c& z^{-1}\end{pmatrix}=r^{i\nu} e^{ik\theta},</math> for {{mvar|k}} an integer, {{mvar|ν}} real and with {{mvar|1=''z'' = ''re''^''iθ''}}. The representations are [[w:irreducible representation|''irreducible'']]; the only repetitions, i.e. isomorphisms of representations, occur when {{mvar|k}} is replaced by {{math|−''k''}}. By definition the representations are realized on L² sections of [[w:line bundle|''line bundles'']] on {{math|1=''G''/''B'' = S²}}, which is isomorphic to the [[w:Riemann sphere|''Riemann sphere'']]. When {{math|1=''k'' = 0}}, these representations constitute the so-called '''spherical principal series'''. The restriction of a principal series to the maximal compact subgroup {{math|1=''K'' = SU(2)}} of&nbsp;{{mvar|G}} can also be realized as an induced representation of&nbsp;{{mvar|K}} using the identification {{math|1=''G'' / ''B'' = ''K'' / ''T''}}, where {{math|1=''T'' = ''B'' ∩ ''K''}} is the [[w:maximal torus|''maximal torus'']] in&nbsp;{{mvar|K}} consisting of diagonal matrices with {{math|1={{!}} ''z'' {{!}} = 1}}. It is the representation induced from the 1-dimensional representation {{math|''z''^k ''T''}}, and is independent of&nbsp;{{mvar|ν}}. By [[w:Frobenius reciprocity|''Frobenius reciprocity'']], on&nbsp;{{mvar|K}} they decompose as a direct sum of the irreducible representations of&nbsp;{{mvar|K}} with dimensions {{math|1=&#124;''k''&#124; + 2''m'' + 1}} with {{mvar|m}} a non-negative integer. Using the identification between the Riemann sphere minus a point and {{math|'''C'''}}, the principal series can be defined directly on {{math|L²('''C''')}} by the formula<ref>{{harvnb|Gelfand|Graev|Pyatetskii-Shapiro|1969}}</ref> :<math>\pi_{\nu,k}\begin{pmatrix}a& b\\ c& d\end{pmatrix}^{-1}f(z)=|cz+d|^{-2-i\nu} \left({cz+d\over |cz+d|}\right)^{-k}f\left({az+b\over cz+d}\right).</math> Irreducibility can be checked in a variety of ways: * The representation is already irreducible on&nbsp;{{mvar|B}}. This can be seen directly, but is also a special case of general results on irreducibility of induced representations due to [[w:François Bruhat|''François Bruhat'']] and [[w:George Mackey|''George Mackey'']], relying on the [[w:Bruhat decomposition|''Bruhat decomposition'']] {{math|1=''G'' = ''B'' ∪ ''B'' ''s'' ''B''}} where {{mvar|s}} is the [[w:Weyl group|''Weyl group'']] element<ref>{{harvnb|Knapp|2001|loc=Chapter II.}}</ref> :<math>\begin{pmatrix}0& -1\\ 1& 0\end{pmatrix}</math>. * The action of the Lie algebra <math>\mathfrak{g}</math> of&nbsp;{{mvar|G}} can be computed on the algebraic direct sum of the irreducible subspaces of&nbsp;{{mvar|K}} can be computed explicitly and the it can be verified directly that the lowest-dimensional subspace generates this direct sum as a <math>\mathfrak{g}</math>-module.<ref name="Harish-Chandra 1947">{{harvnb|Harish-Chandra|1947}}</ref><ref name="Taylor 1986">{{harvnb|Taylor|1986}}</ref> ===Complementary series=== The for {{math|0 < t < 2}}, the complementary series is defined on [[w:L2 space|{{math|L²}} ''functions'']] {{mvar|f}} on {{math|'''C'''}} for the inner product<ref>{{harvnb|Knapp|2001}} Chapter 2. Equation 2.12.</ref> :<math> (f,g)=\int \int {f(z) \overline{g(w)}\, dz\, dw\over |z-w|^{2-t}}.</math> with the action given by<ref>{{harvnb|Bargmann|1947}}</ref><ref>{{harvnb|Gelfand|Graev|1953}}</ref> :<math>\pi_{t}\begin{pmatrix}a& b\\ c& d\end{pmatrix}^{-1}f(z)=|cz+d|^{-2-t} f\left({az+b\over cz+d}\right).</math> The representations in the complementary series are irreducible and pairwise non-isomorphic. As a representation of&nbsp;{{mvar|K}}, each is isomorphic to the Hilbert space direct sum of all the odd dimensional irreducible representations of {{math|1=''K'' = SU(2)}}. Irreducibility can be proved by analyzing the action of <math>\mathfrak{g}</math> on the algebraic sum of these subspaces<ref name="Harish-Chandra 1947"/><ref name="Taylor 1986"/> or directly without using the Lie algebra.<ref>{{harvnb|Gelfand|Naimark|1947}}</ref><ref>{{harvnb|Takahashi|1963|page=343.}}</ref> ===Plancherel theorem=== The only irreducible unitary representations of {{math|SL(2, '''C''')}} are the principal series, the complementary series and the trivial representation. Since {{math|−''I''}} acts as {{math|(−1)^''k''}} on the principal series and trivially on the remainder, these will give all the irreducible unitary representations of the Lorentz group, provided {{mvar|k}} is taken to be even. To decompose the left regular representation of&nbsp;{{mvar|G}} on {{math|L²(''G'')}}, only the principal series are required. This immediately yields the decomposition on the subrepresentations {{math|L²(''G''/±''I'')}}, the left regular representation of the Lorentz group, and {{math|L²(''G''/''K'')}}, the regular representation on 3-dimensional hyperbolic space. (The former only involves principal series representations with ''k'' even and the latter only those with {{math|1=''k'' = 0}}.) The left and right regular representation {{mvar|λ}} and {{mvar|ρ}} are defined on {{math|L²(''G'')}} by :<math>\lambda(g)f(x)=f(g^{-1}x),\,\,\rho(g)f(x)=f(xg).</math> Now if {{mvar|f}} is an element of {{math|C_c(''G'')}}, the operator {{math|''π''_{''&nu;'',''k''}(''f'')}} defined by :<math>\pi_{\nu,k}(f)=\int_G f(g)\pi(g)\, dg</math> is [[w:Hilbert–Schmidt operator|''Hilbert–Schmidt'']]. Define a Hilbert space&nbsp;{{mvar|H}} by :<math> H=\bigoplus_{k\ge 0} HS(L^2(C)) \otimes L^2(R, c_k(\nu^2 + k^2)^{1/2} d\nu),</math> where :<math>c_0=1/4\pi^{3/2}, \,\, c_k=1/(2\pi)^{3/2}\,\,(k\ne 0)</math> and {{math|HS(L²('''C'''))}} denotes the Hilbert space of Hilbert–Schmidt operators on {{math|L²('''C''')}}.<ref group=nb>Note that for a Hilbert space&nbsp;{{mvar|H}}, {{math|HS(''H'')}} may be identified canonically with the Hilbert space tensor product of {{mvar|H}} and its conjugate space.</ref> Then the map&nbsp;{{mvar|U}} defined on {{math|C_c(''G'')}} by :<math>U(f)(\nu,k) = \pi_{\nu,k}(f)</math> extends to a unitary of {{math|L²(''G'')}} onto {{mvar|H}}. The map&nbsp;{{mvar|U}} satisfies the intertwining property :<math> U(\lambda(x)\rho(y)f)(\nu,k) = \pi_{\nu,k}(x)^{-1} \pi_{\nu,k}(f)\pi_{\nu,k}(y).</math> If {{math|''f''₁}}, {{math|''f''₂}} are in {{math|C_c(''G'')}} then by unitarity :<math> (f_1,f_2) = \sum_{k\ge 0} c_k^2 \int_{-\infty}^\infty {\rm Tr}(\pi_{\nu,k}(f_1)\pi_{\nu,k}(f_2)^*) (\nu^2 +k^2) \, d\nu.</math> Thus if {{math|1=''f'' = ''f''₁ ∗ ''f''₂*<!-- these asterisks are different! do not touch anything unless you can think about it, please -->}} denotes the [[w:convolution|''convolution'']] of {{math|''f''₁}} and {{math|''f''₂*}}, and <math>f_2^*(g)=\overline{f_2(g^{-1})}</math>, then :<math> f(1) = \sum_{k\ge 0} c_k^2 \int_{-\infty}^\infty {\rm Tr}(\pi_{\nu,k}(f)) (\nu^2+k^2)\, d\nu.</math> The last two displayed formulas are usually referred to as the [[w:Plancherel formula|''Plancherel formula'']] and the [[w:inverse Fourier transform|''Fourier inversion'']] formula respectively. The Plancherel formula extends to all {{math|''f''_''i''}} in {{math|L₂(''G'')}}. By a theorem of [[w:Jacques Dixmier|''Jacques Dixmier'']] and [[w:Paul Malliavin|''Paul Malliavin'']], every function&nbsp;{{mvar|f}} in <math>C^\infty_c(G)</math> is a finite sum of convolutions of similar functions, the inversion formula holds for such {{mvar|f}}. It can be extended to much wider classes of functions satisfying mild differentiability conditions.<ref name="ReferenceC"/> === Classification === The strategy followed in the classification of the irreducible infinite-dimensional representations is, in analogy to the finite-dimensional case, to ''assume'' they exist, and to investigate their properties. Thus first assume that an irreducible [[w:Strong operator topology|''strongly continuous'']] infinite-dimensional representation {{math|Π_''H''}} on a Hilbert space {{mvar|H}} of {{math|SO(3; 1)⁺}} is at hand.<ref>{{harvnb|Folland|2015|loc=Section 3.1.}}</ref> Since {{math|SO(3)}} is a subgroup, {{math|Π_''H''}} is a representation of it as well. Each irreducible subrepresentation of {{math|SO(3)}} is finite-dimensional, and the {{math|SO(3)}} representation is reducible into a direct sum of irreducible finite-dimensional unitary representations of {{math|SO(3)}} if {{math|Π_''H''}} is unitary.<ref>{{harvnb|Folland|2015|loc=Theorem 5.2.}}</ref> The steps are the following:<ref>{{harvnb|Tung|1985|loc=Section 10.3.3.}}</ref> #Chose a suitable basis of common eigenvectors of {{math|''J''²}} and {{math|''J''₃}}. #Compute matrix elements of {{math|''J''₁, ''J''₂, ''J''₃}} and {{math|''K''₁, ''K''₂, ''K''₃}}. #Enforce Lie algebra commutation relations. #Require unitarity together with orthonormality of the basis.<ref group=nb>If one instead demands finite-dimensionality, one ends up with the {{math|(''m'', ''n'')}} representations, see {{harvtxt|Tung|1985|loc=Problem 10.8.}} If one demands neither, then one obtains a broader classification of ''all'' irreducible representations, including the finite-dimensional and the unitary ones. This approach is taken by in {{harvtxt|Harish-Chandra|1947}}.</ref> ==== Step 1 ==== One may suitably choose a basis and label the basis vectors by :<math>\left |j_0\, j_1;j\, m\right\rangle.</math> If this was a ''finite-dimensional'' representation, then {{math|''j''₀}} would correspond the lowest occurring eigenvalue {{math|''j''(''j'' + 1)}} of {{math|''J''²}} in the representation, equal to {{math|{{!}}''m'' − ''n''{{!}}}}, and {{math|''j''₁}} would correspond to the highest occurring eigenvalue, equal to {{math|''m'' + ''n''}}. In the infinite-dimensional case, {{math|''j''₀ ≥ 0}} retains this meaning, but {{math|''j''₁}} does not.<ref name="Tung 1985"/> One assumes for simplicity that a given {{mvar|j}} occurs at most once in a given representation (this is the case for finite-dimensional representations), and it can be shown<ref>{{harvnb|Harish-Chandra|1947|loc=Footnote p. 374.}}</ref> that the assumption is possible to avoid (with a slightly more complicated calculation) with the same results. ==== Step 2 ==== The next step is to compute the matrix elements of the operators {{math|''J''₁, ''J''₂, ''J''₃}} and {{math|''K''₁, ''K''₂, ''K''₃}} forming the basis of the Lie algebra of {{math|'''so'''(3; 1)}}. The matrix elements of :<math>J_\pm = J_1 \pm iJ_2, J_3</math> (here one is operating in the comlpexified Lie algebra) are known from the representation theory of the rotation group, and are given by<ref>{{harvnb|Tung|1985|loc=Equations 7.3-13, 7.3-14.}}</ref><ref>{{harvnb|Harish-Chandra|1947|loc=Equation 8.}}</ref> :<math>\left \langle j\, m\right|J_+ \left |j\, m-1\right\rangle = \left \langle j\, m-1\right|J_- \left |j\, m\right\rangle = \sqrt{(j+m)(j-m+1)}, \quad \left \langle j, m\right|J_3 \left |j\, m\right\rangle = m,</math> where the labels {{math|''j''₀}} and {{math|''j''₁}} have been dropped since they are the same for all basis vectors in the representation. Due to the commutation relations :<math>[J_i,K_j] = i\epsilon_{ijk}K_k,</math> the triple {{math|(''K''_''i'', ''K''_''i'', ''K''_''i'') ≡ '''''K'''''}} is a [[w:Tensor operator#Vector operators|''vector operator'']]<ref>{{harvnb|Hall|2015|loc=Proposition C.7.}}</ref> and the [[w:Wigner&ndash;Eckart theorem|''Wigner&ndash;Eckart theorem'']]<ref>{{harvnb|Hall|2015|loc=Appendix C.2.}}</ref> applies for computation of matrix elements between the states represented by the chosen basis.<ref>{{harvnb|Tung|1985|loc=Step II section 10.2.}}</ref> The matrix elements of :<math>\begin{align} K^{(1)}_0 &= K_3\\ K^{(1)}_{\pm 1} &= \mp\frac{1}{\sqrt 2}(K_1 \pm iK_2),\end{align}</math> where the superscript {{math|(1)}} signifies that the defined quantities are the components of a [[w:spherical tensor operator|''spherical tensor operator'']] of rank {{math|''k'' {{=}} 1}} (which explains the factor &radic;<span style="text-decoration: overline">2</span> as well) and the subscripts {{math|0, ±1}} are referred to as {{mvar|q}} in formulas below, are given by<ref>{{harvnb|Tung|1985|loc=Equations 10.3-5. Tung's notation for Clebsch&ndash;Gordan coefficients differ from the one used here.}}</ref> :<math>\begin{align}\left\langle j'\,m'\right|K^{(1)}_0\left|j\,m\right\rangle &= \langle j' \, m' \,k = 1 \,q = 0 | j \, m \rangle \langle j \| K^{(1)} \| j'\rangle\\ \left\langle j' m'\right|K^{(1)}_{\pm 1}\left|j\,m\right\rangle &= \langle j' \, m' \, k= 1 \,q = \pm 1 | j \, m \rangle \langle j \| K^{(1)} \| j'\rangle. \end{align}</math> Here the first factors on the right hand sides are [[w:Clebsch&ndash;Gordan coefficient|''Clebsch&ndash;Gordan coefficients'']] for coupling {{math|''j''&prime;}} with {{mvar|k}} to get {{mvar|j}}. The second factors are the ''reduced matrix elements''. They do not depend on {{math|''m'', ''m&prime;''}} or {{mvar|q}}, but depend on {{math|''j'', ''j&prime;''}} and, of course, {{math|'''''K'''''}}. For a complete list of non-vanishing equations, see {{harvtxt|Harish-Chandra|1947|p=375}}. ==== Step 3 ==== The next step is to demand that the Lie algebra relations hold, i.e. that :<math>[K_\pm, K_3] = \pm J_\pm, \quad [K_+, K_-] = -2J_3.</math> This results in a set of equations<ref>{{harvnb|Tung|1985|loc=Equation VII-3.}}</ref> for which the solutions are<ref>{{harvnb|Tung|1985|loc=Equations 10.3-5, 7, 8.}}</ref> :<math>\begin{align} \langle j \| K^{(1)} \| j\rangle = i\frac{j_1j_0}{\sqrt{j(j+1)}},\\ \langle j \| K^{(1)} \| j-1\rangle = -B_j\xi_j\sqrt{j(2j-1)},\\ \langle j-1 \| K^{(1)} \| j\rangle = B_j\xi_j^{-1}\sqrt{j(2j+1)},\\ \end{align}</math> where :<math>B_j = \sqrt{\frac{(j^2 - j_0^2)(j^2 - j_1^2)}{j^2(4j^2 - 1)}},</math> and :<math>\begin{align}j_0 &= 0, \frac{1}{2}, 1, \ldots,\\ j_1 &\in \mathbb C,\\ \xi_j&\in \mathbb C.\\ \end{align}</math> ==== Step 4 ==== The imposition of the requirement of unitarity of the corresponding representation of the ''group'' restricts the possible values for the arbitrary complex numbers {{math|''j''₀}} and {{math|''ξ''_''j''}}. Unitarity of the group representation translates to the requirement of the Lie algebra representatives being Hermitian, meaning :<math>\begin{align}K_\pm^\dagger &= K_\mp,\\ K_3^\dagger &= K_3.\end{align}</math> This translates to<ref>{{harvnb|Tung|1985|loc=Equation VII-9.}}</ref> :<math>\begin{align} \langle j \| K^{(1)} \| j\rangle &= \overline{\langle j \| K^{(1)} \| j\rangle},\\ \langle j \| K^{(1)} \| j-1\rangle &= -\overline{\langle j-1 \| K^{(1)} \| j\rangle},\\ \end{align}</math> leading to<ref>{{harvnb|Tung|1985|loc=Equations VII-10, 11.}}</ref> :<math>\begin{align}j_0(j_1 + \overline{j_1}) &= 0,\\ |B_j|(|\xi_j|^2 - e^{-2i\beta_j}) &= 0,\end{align}</math> where {{math|''β''_''j''}} is the angle of {{math|''B''_''j''}} on polar form. For {{math|{{!}}''B''_''j''{{!}} ≠ 0}} one has <math>|\zeta_j|^2=1</math>, and {{math|''ξ''_''j'' {{=}} 1}} is chosen by convention. There are two possible cases. The first with {{math|''j''₁ + {{overline|''j''₁}} {{=}} 0}} gives, with {{math|''j''₁ {{=}} − ''iν''}}, {{mvar|ν}} real,<ref>{{harvnb|Tung|1985|loc=Equations VII-12.}}</ref> :<math>\begin{align}\langle j \| K^{(1)} \| j\rangle &= \frac{\nu j_0}{j(j+1)},\\ B_j &= \sqrt{\frac{(j^2 - j_0^2)(j^2 + \nu^2)}{4j^2 - 1}}. \end{align}</math> This is principal series and the elements may be denoted {{math|(''j''₀, ''ν''), 2''j''₀ ∈ ℕ, ''ν'' ∈ ℝ}}. For the other possibility, {{math|''j''₀ {{=}} 0}}, one has<ref>{{harvnb|Tung|1985|loc=Equations VII-13.}}</ref> :<math>\begin{align}\langle j \| K^{(1)} \| j\rangle &= 0,\\ B_j &= \sqrt{\frac{(j^2 - \nu^2)}{4j^2 - 1}}. \end{align}</math> One needs to require that <math>B_j^2</math> is real and positive for {{math|''j'' {{=}} 1, 2, ...}} (because {{math|''B''₀ {{=}} B_''j''₀}}), leading to {{math|−1 ≤ ''ν'' ≤ 1}}. This is complementary series and its elements may be denoted {{math|(0, ''ν''), −1 ≤ ''ν'' ≤ 1}}. This shows that the representations of above are ''all'' infinite-dimensional irreducible unitary representations. == Explicit formulas == === Conventions and Lie algebra bases === The metric of choice is given by {{math|η}} = {{math|diag(−1, 1, 1, 1)}}, and the physics convention for Lie algebras and the exponential mapping is used. These choices are arbitrary, but once they are made, fixed. One possible choice of [[w:basis (linear algebra)|''basis'']] for the Lie algebra is, in the 4-vector representation, given by :<math>\begin{align} J_1 &= J^{23} = -J^{32} = i\biggl(\begin{smallmatrix} 0&0&0&0\\ 0&0&0&0\\ 0&0&0&-1\\ 0&0&1&0\\ \end{smallmatrix}\biggr),\\ J_2 &= J^{31} = -J^{13} = i\biggl(\begin{smallmatrix} 0&0&0&0\\ 0&0&0&1\\ 0&0&0&0\\ 0&-1&0&0\\ \end{smallmatrix}\biggr),\\ J_3 &= J^{12} = -J^{21} = i\biggl(\begin{smallmatrix} 0&0&0&0\\ 0&0&-1&0\\ 0&1&0&0\\ 0&0&0&0\\ \end{smallmatrix}\biggr),\\ K_1 &= J^{01} = J^{10} = i\biggl(\begin{smallmatrix} 0&1&0&0\\ 1&0&0&0\\ 0&0&0&0\\ 0&0&0&0\\ \end{smallmatrix}\biggr),\\ K_2 &= J^{02} = J^{20} = i\biggl(\begin{smallmatrix} 0&0&1&0\\ 0&0&0&0\\ 1&0&0&0\\ 0&0&0&0\\ \end{smallmatrix}\biggr),\\ K_3 &= J^{03} = J^{30} = i\biggl(\begin{smallmatrix} 0&0&0&1\\ 0&0&0&0\\ 0&0&0&0\\ 1&0&0&0\\ \end{smallmatrix}\biggr). \end{align}</math> The commutation relations of the Lie algebra '''so'''(3; 1) are<ref>{{harvnb|Weinberg|2002|loc=Equation 2.4.12.}}</ref> :<math>[J^{\mu\nu},J^{\rho\sigma}] = i(\eta^{\sigma\mu}J^{\rho\nu} + \eta^{\nu\sigma}J^{\mu\rho} - \eta^{\rho\mu}J^{\sigma\nu} -\eta^{\nu\rho}J^{\mu\sigma}).</math> In three-dimensional notation, these are<ref>{{harvnb|Weinberg|2002|loc=Equations 2.4.18-2.4.20.}}</ref> :<math>[J_i,J_j] = i\epsilon_{ijk}J_k, \quad [J_i,K_j] = i\epsilon_{ijk}K_k, \quad [K_i,K_j] = -i\epsilon_{ijk}J_k.</math> The choice of basis above satisfies the relations, but other choices are possible. The multiple use of the symbol {{mvar|J}} above and in the sequel should be observed. === Weyl spinors and bispinors === [[File:Paul Dirac, 1933.jpg|upright|thumb|right|Solutions to the [[Dirac equation]] transform under the {{math|({{sfrac|1|2}}, 0) ⊕ (0, {{sfrac|1|2}})}}-representation. Dirac discovered the [[gamma matrices]] in his search for a relativistically invariant equation, then already known to mathematicians.<ref name="Weinberg 2002 loc=Section 5.4"/>]] By taking, in turn, {{math|''m'' {{=}} {{sfrac|1|2}}}}, {{math|''n'' {{=}} 0}} and {{math|''m'' {{=}} 0}}, {{math|''n'' {{=}} {{sfrac|1|2}}}} and by setting :<math>J_i^{(\frac{1}{2})} = \frac{1}{2}\sigma_i</math> in the general expression {{EquationNote|G1|(G1)}}, and by using the trivial relations {{nowrap|1₁ {{=}} 1}} and {{math|''J''⁽⁰⁾ {{=}} 0}}, one obtains {{NumBlk|:|<math>\begin{align} \pi_{(\frac{1}{2},0)}(J_i) & = \frac{1}{2}(\sigma_i\otimes 1_{(1)} + 1_{(2)}\otimes J^{(0)}_i) = \frac{1}{2}\sigma_i\quad\pi_{(\frac{1}{2},0)}(K_i) = \frac{i}{2}(1_{(2)}\otimes J^{(0)}_i - \sigma_i \otimes 1_{(1)}) = -\frac{i}{2}\sigma_i,\\ \pi_{(0,\frac{1}{2})}(J_i) & = \frac{1}{2}(J^{(0)}_i\otimes 1_{(2)} + 1_{(1)}\otimes \sigma_i) = \frac{1}{2}\sigma_i\quad\pi_{(0,\frac{1}{2})}(K_i) = \frac{i}{2}(1_{(1)}\otimes\sigma_i - J^{(0)}_i \otimes 1_{(2)}) = +\frac{i}{2}\sigma_i. \end{align}</math>|{{EquationRef|W1}}}} These are the left-handed and right-handed [[w:Weyl spinor|''Weyl spinor'']] representations. They act by matrix multiplication on 2-dimensional [[w:complex coordinate space|''complex vector spaces'']] (with a choice of basis) {{math|''V''_L}} and {{math|''V''_R}}, whose elements {{math|Ψ_L}} and {{math|Ψ_R}} are called left- and right-handed Weyl spinors respectively. Given {{math|(''π''({{sfrac|1|2}},0), ''V''_L)}} and {{math|(''π''(0,{{sfrac|1|2}}), ''V''_R)}} one may form their direct sum as representations,<ref>{{harvnb|Weinberg|2002|loc=Equations 5.4.19, 5.4.20.}}</ref> {{NumBlk|:|<math>\begin{align} \pi_{(\frac{1}{2},0) \oplus (0,\frac{1}{2})}(J_i) &= \frac{1}{2}\biggl(\begin{matrix} \sigma_i&0\\ 0&\sigma_i\\ \end{matrix}\biggr),\\ \pi_{(\frac{1}{2},0) \oplus (0,\frac{1}{2})}(K_i) &= \frac{i}{2} \biggl(\begin{matrix} \sigma_i&0\\ 0&-\sigma_i\\ \end{matrix}\biggr)\\ \end{align}.</math>|{{EquationRef|D1}}}} This is, up to a similarity transformation, the {{math|({{sfrac|1|2}},0) ⊕ (0,{{sfrac|1|2}})}} [[w:Dirac spinor|''Dirac spinor'']] representation of {{math|'''so'''(3; 1)}}. It acts on the 4-component elements {{math|(Ψ_L, Ψ_R)}} of {{math|(''V''_L ⊕ ''V''_R)}}, called [[w:bispinor|''bispinors'']], by matrix multiplication. The representation may be obtained in a more general and basis independent way using [[w:Clifford algebra|''Clifford algebras'']]. These expressions for bispinors and Weyl spinors all extend by linearity of Lie algebras and representations to all of {{math|'''so'''(3; 1)}}. Expressions for the group representations are obtained by exponentiation. == See also == * [[Representation theory]] * [[w:Bargmann–Wigner equations|''Bargmann–Wigner equations'']] * [[w:Center of mass (relativistic)|''Center of mass (relativistic)'']] * [[w:Dirac algebra|''Dirac algebra'']] * [[w:Gamma matrices|''Gamma matrices'']] * [[w:Lorentz group|''Lorentz group'']] * [[w:Möbius transformation|''Möbius transformation'']] * [[w:Poincaré group|''Poincaré group'']] * [[w:Representation theory of the Poincaré group|''Representation theory of the Poincaré group'']] * [[w:Symmetry in quantum mechanics|''Symmetry in quantum mechanics'']] * [[w:Wigner's classification|''Wigner's classification'']] ==Remarks== {{reflist|group=nb}} ==Notes== {{reflist|30em}} ==Freely available online references== *{{cite arXiv|last = Bekaert|last2 = Boulanger|first = X.|first2 = N.|year = 2006|title = The unitary representations of the Poincare group in any spacetime dimension|eprint = hep-th/0611263}} Expanded version of the lectures presented at the second Modave summer school in mathematical physics (Belgium, August 2006). *{{citation|last = Curtright|first = T L |last2=Fairlie|first2= D B|last3=Zachos|first3 = C K|year = 2014|title = A compact formula for rotations as spin matrix polynomials| journal =SIGMA| volume=10| page=084|doi=10.3842/SIGMA.2014.084|authorlink1=Thomas Curtright|authorlink2=David Fairlie|authorlink3=Cosmas Zachos|arxiv = 1402.3541 |bibcode = 2014SIGMA..10..084C }} Group elements of SU(2) are expressed in closed form as finite polynomials of the Lie algebra generators, for all definite spin representations of the rotation group. ==References== *{{cite book|last1=Abramowitz|first1=M.|authorlink1=Milton Abramowitz|last2=Stegun|first2=I. A.|authorlink2=Irene Stegun|title=Handbook of Mathematical Functions: with Formulas, Graphs, and Mathematical Tables|year=1965|isbn=978-0486612720|publisher=[[w:Dover Publications|Dover Publications]]|location=New York|series=Dover Books on Mathematics|url=https://books.google.com/books?id=MtU8uP7XMvoC&pg=PR9}} *{{citation|doi=10.2307/1969129|first=V.|last= Bargmann|title=Irreducible unitary representations of the Lorenz group|journal=Ann. of Math.|volume= 48|issue=3| year=1947|pages=568–640|postscript=<!--none-->|jstor=1969129|authorlink=Valentine Bargmann}} (the representation theory of SO(2,1) and SL(2, '''R'''); the second part on SO(3; 1) and SL(2, '''C'''), described in the introduction, was never published). *{{citation|last=Bargmann|first=V.|last2=Wigner|first2=E. P.|title=Group theoretical discussion of relativistic wave equations|year=1948|journal=Proc. Natl. Acad. Sci. USA|volume=34|pages=211–23|url=http://www.pnas.org/cgi/content/citation/34/5/211|issue=5|doi= 10.1073/pnas.34.5.211|bibcode=1948PNAS...34..211B|pmid=16578292|pmc=1079095}} *{{cite book|last=Bourbaki|first=N.|authorlink=Nicolas Bourbaki|title=Lie Groups and Lie Algebras: Chapters 1-3|year=1998|isbn=978-3-540-64242-8|publisher=Springer|url=https://books.google.com/books?id=brSYF_rB2ZcC}} *{{citation|last1=Brauer|first1=R.|last2=Weyl|first2=H.|title=Spinors in n dimensions|journal=Amer. J. Math.|volume=57|issue=2|year=1935|pages=425–449|authorlink1=Richard Brauer|doi=10.2307/2371218}} *{{citation|last=Cartan|first=Élie|year=1913|title=Les groupes projectifs qui ne laissant invariante aucun multiplicité plane|journal=Bull. Soc. Math.|volume=41|pages=53–96|authorlink=Élie Cartan|language=French|postscript=<!--none-->}} *{{cite book|last1=Churchill|first1=R. V.|authorlink1=Ruel Vance Churchill|last2=Brown|first2=J. W.|title=Complex Variables and Applications|edition=9th|orig-year=1948|year=2014|isbn=978-0073-383-170|publisher=McGraw&ndash;Hill|location=New York}} *{{cite journal|first=R. H.|last=Dalitz|first2=Rudolf|last2=Peierls|journal=Biogr. Mems Fell. R. Soc.|year=1986|volume=32|pages=138–185|title=Paul Adrien Maurice Dirac. 8 August 1902-20 October 1984|doi=10.1098/rsbm.1986.0006}} *{{citation|doi=10.1098/rspa.1928.0023|title=The Quantum Theory of the Electron|year=1928|last1=Dirac|first1=P. A. M.|journal=[[w:Proceedings of the Royal Society#Proceedings of the Royal Society A|Proc. Roy. Soc. A]]|volume=117|issue=778|pages=610–624|bibcode = 1928RSPSA.117..610D|authorlink=Paul Dirac}} (free access) *{{citation|last=Dirac|first=P. A. M.|title=Relativistic wave equations|year=1936|authorlink=Paul Dirac|journal=[[w:Proceedings of the Royal Society#Proceedings of the Royal Society A|Proc. Roy. Soc. A]]|volume=155|pages=447–459|doi=10.1098/rspa.1936.0111|issue=886|bibcode=1936RSPSA.155..447D}} *{{citation|last=Dirac|first=P. A. M.|title=Unitary representations of the Lorentz group|year=1945|authorlink=Paul Dirac|journal=[[w:Proceedings of the Royal Society#Proceedings of the Royal Society A|Proc. Roy. Soc. A]]|volume=183|pages=284–295|doi=10.1098/rspa.1945.0003|issue=994|bibcode=1945RSPSA.183..284D}} *{{citation|first=J.|last=Dixmier|authorlink=Jacques Dixmier|first2=P.|last2=Malliavin|authorlink2=Paul Malliavin|title=Factorisations de fonctions et de vecteurs indéfiniment différentiables|journal= Bull. Sc. Math.|volume =102 |year=1978|pages= 305–330|language=French|postscript=<!--none-->}} *{{citation|last=Fierz|first=M.|year=1939|journal=Helv. Phys. 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Stein|title=Analytic continuation of group representations|journal=Advances in Math. |volume=4|year= 1970 |pages=172–207|url=http://www.sciencedirect.com/science/article/pii/0001870870900228|doi=10.1016/0001-8708(70)90022-8}} (James K. Whittemore Lectures in Mathematics given at Yale University, 1967) *{{citation|last=Takahashi|first= R.|title=Sur les représentations unitaires des groupes de Lorentz généralisés|journal=Bull. Soc. Math. France|volume= 91| year=1963|pages= 289–433|language=French|postscript=<!--none-->}} *{{citation|last=Taylor|first=M. E.|authorlink=Michael E. 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Their Invariants and Representations | url=https://books.google.com/books?isbn=0691057567 | publisher=[[w:Princeton University Press|Princeton University Press]] | isbn=978-0-691-05756-9 | year=1939 | mr=0000255}} *{{Citation|last=Weyl|first=H.|year=1931|title=The Theory of Groups and Quantum Mechanics|publisher=Dover|isbn=0-486-60269-9}} *{{citation|first=E. P.|last=Wigner|authorlink=Eugene Wigner|title=On unitary representations of the inhomogeneous Lorentz group|journal=[[w:Annals of Mathematics|Annals of Mathematics]]|issue=1|volume=40|pages=149 204|year=1939|doi=10.2307/1968551|mr=1503456|bibcode=1939AnMat..40..922E}}. *{{cite book|last=Zwiebach|first=B.|authorlink=Barton Zwiebach|title=A First Course in String Theory|year=2004|publisher=[[w:Cambridge University Press|Cambridge University Press]]|isbn=0 521 83143 1}} [[w:Category:Representation theory of Lie groups|''Category:Representation theory of Lie groups'']] [[w:Category:Special relativity|''Category:Special relativity'']] [[w:Category:Quantum mechanics|''Category:Quantum mechanics'']] [[w:Category:Hendrik Lorentz|''Category:Hendrik Lorentz'']] ltyegzuvqv0gce0kga0advux225cctk 0 235826 2720713 2715143 2025-07-04T11:09:35Z Lbeaumont 278565 Reverted edits by [[Special:Contributions/120.29.86.129|120.29.86.129]] ([[User_talk:120.29.86.129|talk]]) to last version by [[User:Lbeaumont|Lbeaumont]] using [[Wikiversity:Rollback|rollback]] 2695447 wikitext text/x-wiki We often hear that “perception is reality” and that “everything is relative”, despite knowing that a shared [[Facing Facts|reality exists]], and reality is our common ground. What is going on here? [[w:Perception|Perception]] is the interpretation of sensory information representing our environment. For example, vision involves light striking the retina of the eye, odor molecules stimulate our sense of smell, and hearing involves pressure waves. Perceptions are vivid. Seeing things from our own point of view is always easier, and first-hand experiences seem more real than understanding another's point of view can ever be. Our eyes, nose, taste buds, tactile sensors, and ears connect directly only to our brain. Only you experience first-hand the direct sensory input of the world; you, your self, is the observer. This raw sensory input is interpreted and gains meaning through your unique perceptions and past experiences. Furthermore, contemplation, desire, intent, pain, introspection, consciousness, and reflection are all private and solitary. This unique first-person experience creates a fundamental asymmetry that contributes to many of the other asymmetries that govern social interactions. It also contributes to the asymmetric character of egotism, narcissism, selfishness, greed, and the magnitude gap<ref>In his book ''Evil: Inside Human Violence and Cruelty'', [[w:Roy_Baumeister|Roy Baumeister]] states “most people who perpetrate evil do not see what they are doing as evil”. Baumeister also described how the evil act will be of much greater importance to the victim than the perpetrator, he labelled this gap in importance the ''magnitude gap''. </ref>. We judge others based on behavior and we judge ourselves based on intent. Your own point of view, the way you see things, is unique. The golden rule and our empathy struggle to overcome this fundamental imbalance. [[File:Illustrated proverb- Blind men and an elephant.jpg|thumb|right|300px|[[w:Blind_men_and_an_elephant|''blind men and an elephant'']] <br /> (wall relief in Northeast Thailand)]] The parable of the [[w:Blind_men_and_an_elephant|blind men and an elephant]] helps us understand the role of our own perception. The parable has many versions, but broadly goes as follows: <blockquote> A group of blind men heard that a strange animal, called an elephant, had been brought to the town, but none of them were aware of its shape and form. Out of curiosity, they said: "We must inspect and know it by touch, of which we are capable". So, they sought it out, and when they found it they groped about it. In the case of the first person, whose hand landed on the trunk, said "This being is like a thick snake". For another one whose hand reached its ear, it seemed like a kind of fan. As for another person, whose hand was upon its leg, said, the elephant is a pillar like a tree-trunk. The blind man who placed his hand upon its side said, "elephant is a wall". Another who felt its tail, described it as a rope. The last felt its tusk, stating the elephant is that which is hard, smooth and like a spear. </blockquote> In this parable each person accurately described their perceptions but made a mistake in concluding that what they perceived is all there is. A complete and accurate account of an elephant requires that all of the evidence—the perceptions of each individual blind man—be assembled, integrated and reconciled into a coherent and consistent understanding of reality. Perceptions are ''personal''. We are often like a blind man examining the elephant. We are each correct within the limited scope of our reference frame, but we are incorrect when a global perspective is adopted. Reality precedes perception<ref>One possible exception is the conjecture of [[w:panpsychism|panpsychism]]. </ref> and reality exists independent of our perceptions of it; none-the-less, each of us is easily [[w:Perspectivism|captivated by our own perceptions]]. It is often a [[w:Problem_of_induction|mistake to generalize]] our personal perceptions beyond our own experiences. Standing in a meadow we see a flat earth, yet sunrise, time zones, global travel, earth satellites, GPS navigation systems, images from space, and travel to the moon all assure us the earth is nearly spherical. Reality is vast, complex, and dynamic, and our perceptions are only a tiny glimpse of all there is to know about reality. Only a global perspective brings us uncensored realty. Reality exists and provides us with [[Facing_Facts|matters of fact]]. The [[Knowing_How_You_Know/Height_of_the_Eiffel_Tower|Eiffel tower is 300 meters tall]]. You may perceive that as too short, others may perceive that as too tall, and many perceive that as simply beautiful. See beyond the illusion that what you see is all there is. Perceptions are personal, but [[Facing Facts/Reality is our common ground|reality is our common ground]]. Our unique first-person viewpoint creates a powerful asymmetry that requires deliberate effort to see beyond. Transcend your personal perceptions, investigate the vastness and complexity of reality from a [[Global Perspective|global perspective]], and embrace [[Finding Common Ground|reality as our common ground]]. ==Notes== <references/> {{CourseCat}} [[Category:Essays]] [[Category:Reality]] [[Category:Living Wisely]] 8aw66hxlqxftazxyitcmkdj1ljde4v5 0 237453 2720662 2720405 2025-07-04T03:35:00Z Jtneill 10242 2720662 wikitext text/x-wiki <noinclude>{{title|Timetable}}</noinclude> * See [https://www.canberra.edu.au/timetable2025/ timetable 2025] * Enrol in either the ON-CAMPUS or ONLINE REALTIME unit offering * Allocate to a tutorial group (on-campus, virtual, or asynchronous/recorded)<noinclude> ==See also== * [[Motivation and emotion/Drop-in|Drop-in]] * [[Motivation and emotion/Lectures|Lectures]] * [[Motivation and emotion/About/Schedule|Schedule]] * [[Motivation and emotion/Tutorials|Tutorials]] [[Category:Motivation and emotion]] </noinclude> aepcz7j9f0j6otoywlmd2n1hdlkrol9 0 263813 2720617 2720471 2025-07-03T23:07:20Z Scogdill 1331941 2720617 wikitext text/x-wiki [[File:Leslie Ward - Vanity Fair, Newspapermen, ^Algy^, The Hon Algernon Henry Bourke, Januray 20, 1898 - B1979.14.521 - Yale Center for British Art.jpg|thumb|Hon. Algernon Bourke, ''Vanity Fair'', 1898]] ==Also Known As== * Family name: Bourke [pronounced ''burk'']<ref name=":62">{{Cite journal|date=2024-05-07|title=Earl of Mayo|url=https://en.wikipedia.org/w/index.php?title=Earl_of_Mayo&oldid=1222668659|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Earl_of_Mayo.</ref> * The Hon. Algernon Bourke ** Button Bourke<ref>"A Tory 'Reformer' at the India Office." ''India'' 10 November 1911, Friday: 4 [of 12], Col. 1b [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004300/19111110/007/0004#. Print: same title, p. 228.</ref> ** Algy Bourke * Mrs. Gwendolen Bourke ** Gwendolen<ref>General Register Office. ''England and Wales Civil Registration Indexes''. London, England: General Register Office. FreeBMD. ''England & Wales, Civil Registration Marriage Index, 1837-1915''[database on-line]. Provo, UT, USA: Ancestry.com Operations Inc, 2006.</ref>{{rp|Marriage Index}} <ref name=":15" />{{rp|''Morning Post'' article about her name}} <ref>General Register Office. ''England and Wales Civil Registration Indexes''. London, England: General Register Office. FreeBMD. ''England & Wales, Civil Registration Marriage Index, 1837-1915''[database on-line]. Provo, UT, USA: Ancestry.com Operations Inc, 2006.</ref>{{rp|Electoral Register}} ** Guendoline<ref name=":1" /> [The National Portrait Gallery, London, uses this spelling for Lafayette's portrait of Bourke in costume for the ball.<ref name=":23" />] ** Gwendoline<ref name=":14">City of Westminster Archives Centre; London, England; ''Westminster Church of England Parish Registers''; Reference: ''SPWP/PR/1/2''. Ancestry.com. ''Westminster, London, England, Church of England Births and Baptisms, 1813-1919'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2020.</ref>{{rp|Births and Baptisms}} * Shelley Bontein and Emilie Sloane-Stanley Bontein * See also the [[Social Victorians/People/Mayo|page for the Earl of Mayo]], the Hon. Algernon Bourke's father and then brother, and other Bourkes == Overview == === Algernon Bourke === Although the Hon. Algernon Henry Bourke was born in Dublin in 1854 and came from a family whose title is in the Peerage of Ireland,<ref name=":6">1911 England Census.</ref> he seems to have spent much of his adult life generally in England and especially in London. He was "a noted fisherman."<ref>"London Correspondence." ''Freeman's Journal'' 21 December 1897, Tuesday: 5 [of 8], Col. 5c [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000056/18971221/027/0005. Same print title, n.p.</ref> Because he was the son of the [[Social Victorians/People/Mayo|Earl of Mayo]], perhaps, or perhaps because he was so involved in projects that got reported on, he was mentioned a great deal in the newspapers, but after his bankruptcy, he seems to have receded in prominence, in part because he was living outside of the U.K., and apparently separately from his wife, Gwendolen Bourke. Bourke ran as the Conservative candidate for Parliament from Clapham (population, c. 70,000) in 1885, a race he did not win. As a candidate he is described like this:<blockquote>Acted as a newspaper correspondent during the Zulu war. Subsequently Poor-law inspector in the West of Ireland. "A loyal supporter of Church and State." Desires to reduce the School Board expenditure, and revive trade; and is opposed to Mr. Chamberlain's "police of hasty and experimental reform."<ref>"Clapham (70,000)." ''South London Chronicle'' 17 October 1885, Saturday: 5 [of 8], Col. 5a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000443/18851017/113/0005. Print title ''South London Chronicle and Southwark and Lambeth Ensign'', p. 5.</ref></blockquote>The London ''Weekly Dispatch'' says he is "a dashing and unscrupulous young Tory."<ref>"The Political Campaign in London." ''Weekly Dispatch'' (London) 15 November 1885, Sunday: 9 [of 16], Col. 3c [of 4]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003358/18851115/069/0009. Same print title and p.</ref> "Algy" Bourke was "Man of the Day" (No. DCCII [522) for ''Vanity Fair'' in 1898, caricatured by Leslie Ward (above right):<blockquote>Son of the great and murdered Lord Mayo, he is contemporary with the outbreak of the Crimean War, he is a Member of the London Stock Exchange, he has a beautiful wife and a daughter, and, being a very fashionable young man, he was once refused as their Member by the worthy electors of Clapham. He was an Eton boy, of course: and less naturally he went to Cambridge; where he was made President of the Beefsteak, the Amateur Dramatic, the Athenaeum, the True Blue, and the Hibernian Clubs. When he came down he tried journalism and went to Zululand as a ''Daily Telegraph'' ‘‘special”; after which he was improved into an Inspector of Workhouses [2, Col. 2c – 3, Col. 1a] in Ireland: which may account for his proficiency as a caterer. For seven years he worked under the late Mr. Chinnery on ''The Times'': being popularly supposed to look after that journal's morals. He is a good man of business, and a great organiser who has made White's Club pay even if it be less “smart" than it was. He has done much for Willis’s since he took it in hand; he did well with his Battersea venture, and he thinks that he only failed with the Summer Club in Kensington Gardens because people would not go to the wrong side of the Park. Moreover, he runs a Club at Brighton, and he is Chairman of the Grand Hotel at Monte Carlo: whither he once organised a cheap trip. Altogether he is a veritable Clubman, and a very successful arranger of amusements, associations, and restaurants. He is a popular fellow who is known to all of us; and though he is a little inclined to be quarrelsome, no one can get much the better of him. He is also a quick grasper of facts and a good talker. His favourite sports are fishing and the organising of associations for the introduction of salmon to the Thames. By way of being an art critic, he has made an interesting collection of engravings of the members of White’s Club from its foundation; but his friends say that he is not a well-dressed man. He has also written a history of White’s, and he is now writing one of Brooks's Club. He is a genial person, who looks as if the world agreed with him well. He is an aquisition [sic] to a house party; and they call him “Algy.”<ref>"Men of the Day." — No. DCCII [522]. The Hon. Algernon Henry Bourke." ''Vanity Fair'' 20 January 1898, Thursday: 2 [of 4], Col. 2c – 3, Col. 3a. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/9900020/18980120/010/0002 and https://www.britishnewspaperarchive.co.uk/viewer/BL/9900020/18980120/005/0003. Same print title, pp. 41–42. Portrait is full page, on p. 1.</ref></blockquote>The Hon. Algernon Bourke and Mr. Algernon Bourke, depending on the newspaper article, were the same person. Calling him Mr. Bourke in the newspapers, especially when considered as a businessman or (potential) member of Parliament, does not rule out the son of an earl, who would normally be accorded the honorific of ''Honorable''. === Gwendolen Sloane-Stanley Bourke === Mrs. Gwendolen Bourke exhibited at dog shows successfully and was a [[Social Victorians/Timeline/1900s#Society Sportswomen|noted deerstalker]] and "an appreciative listener to good music."<ref>"Vanity Fair." ''Lady of the House'' 15 June 1899, Thursday: 4 [of 44], Col. 2c [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004836/18990615/019/0004.</ref> Her personal beauty is often mentioned in reports, and ''The World'' says she was "a magnificent woman."<ref>"Beauties of To-Day. From the ''World''." ''Clifton Society'' 24 June 1897, Thursday: 14 [of 16], Col. 2c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002164/18970624/066/0014. Same print and p.</ref> She is the first listed in the ''Graphic''<nowiki/>'s 1891 "Leading Ladies of Society":<blockquote>The Hon. Mrs. Algernon Bourke is a daughter (Gwendoline Irene Emily) of the late Hans Sloane Stanley, Esq., of Poultons, Southampton, and 49, Cadogan Square, S.W. She married, on December 15th, 1887, the Hon. Algernon Bourke, third son of the sixth Earl of Mayo, Governor-General of India (who was assassinated in 1872), and nephew of Lord Connemara, Governor of Madras. Mr. Bourke is a member of the London Stock Exchange, and resides at 33, Cadogan Terrace, S.W.<ref>"Leading Ladies of Society." The Graphic 28 March 1891, Saturday: 6 [of 28], Col. 2c [of 3]. British Newspaper Archive https://www.britishnewspaperarchive.co.uk/viewer/bl/9000057/18910328/019/0006. Print: same title, p. 346.</ref></blockquote>She attended many social events without her husband, especially into the 20th century, usually with an appreciative description of what she wore. She was a sponsor of Irish art needlework as well. Unlike her husband's, Gwendolen's social status seems to have risen as time passed, and she appears in stories associated with the Princess of Wales, and then later with Queen Alexandra. === The Sloane-Stanley Family === Gwendolen's family consisted of a younger brother, Cyril Sloane-Stanley, as well as her parents, Hans Sloane-Stanley and Emilie Edwards Sloane-Stanley. Exactly one year after she and Algernon Bourke married, Hans Sloane-Stanley died (in 1888), leaving an estate worth £33,704 7s. 5d.<ref name=":17">Principal Probate Registry; London, England; ''Calendar of the Grants of Probate and Letters of Administration made in the Probate Registries of the High Court of Justice in England''. Ancestry.com. ''England & Wales, National Probate Calendar (Index of Wills and Administrations), 1858-1995'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2010.</ref> (1888, 321) Her mother remarried almost exactly a year after that, to James Shelly Bontein. Bontein's father had been Gentleman Usher and Clerk of the Robes to Queen Victoria.<ref name=":18">"Marriages." "Births, Marriages, and Deaths." ''Belfast News-Letter'' 6 December 1889, Friday: 1 [of 8], Col. 1a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000038/18891206/001/0001. Same print title and p.</ref> Shortly after his death ''Truth'' described Gwendolen and Cyril's father Hans Sloane-Stanley:<blockquote>The death of Mr. Sloane Stanley, of Paultons Park, is much regretted in South Hants, as he was one of the most popular landlords in the county, and was greatly esteemed. Mr. Sloane Stanley was well known in yachting circles, and for many years he was Commodore of the Royal Southern Yacht Club, and owned the schooner ''Star of the West''. He was one of the very few owners who continued to keep up the old custom of giving his crew a laying-up supper at the close of each season. There were great festivities at Paultons only a few months ago, when Miss Sloane Stanley was married to Mr. Algernon Bourke.<ref>"Entre Nous." ''Truth'' 27 December 1888, Thursday: 6 [of 48], Col. 2b [of 2]. ''British Newspaper Archive'' [https://www.britishnewspaperarchive.co.uk/viewer/bl/0002961/18881227/023/0006# https://www.britishnewspaperarchive.co.uk/viewer/bl/0002961/18881227/023/0006]. Same print title, p. 1136.</ref></blockquote>When he died in 1944, Cyril Sloane-Stanley's estate was quite a bit larger than his father's had been 50 years before. The probate was divided between what was limited to "settled land" and what was "save and except settled land." What was not settled land totalled £356,114 12s. 10d. and went to John Everett, company director; the Hon. Elwyn Villiers Rhys, captain, H.M. army; and William Adam de Geijer, retired captain, H.M. army.<ref name=":17" /> (1944, 430) His daughter Lavender was married to John Everett, and Diane was married to Elwyn Villiers Rhys. What was settled land totalled £168,975 and went to William Adam de Geijer, retired captain, H.M. army, and George Lawrence Stewart, solicitor.<ref name=":17" /> (1944, 430) The Sloane-Stanleys descend from Hans Sloane (1660–1753), whose 71,000-item collections "provid[ed] the foundation of the British Museum, the British Library, and the Natural History Museum, London."<ref name=":19">{{Cite journal|date=2025-01-07|title=Hans Sloane|url=https://en.wikipedia.org/wiki/Hans_Sloane|journal=Wikipedia https://en.wikipedia.org/wiki/Hans_Sloane|language=en|via=}}</ref> Much of this Hans Sloane's wealth came from his medical practice in Jamaica, where he went as physician to the Governor General of Jamaica, the 2nd Duke of Albemarle, and where he married "a wealthy heiress of sugar plantations" worked by enslaved Jamaicans.<ref name=":19" /> His great-nephew, Hans Sloane, inherited Paultons, near Romsey, "and in recognition of this he adopted the additional surname of Stanley in 1821."<ref>{{Cite journal|date=2023-10-06|title=Hans Sloane (MP)|url=https://en.wikipedia.org/wiki/Hans_Sloane_(MP)|journal=Wikipedia https://en.wikipedia.org/wiki/Hans_Sloane_(MP)|language=en}}</ref> == Acquaintances, Friends and Enemies == === Algernon Bourke === * Best man at [[Social Victorians/Timeline/1887#Wedding of Algernon Bourke and Gwendolen Sloane Stanley|his wedding]]: the Hon. Michael Sandys * [[Social Victorians/People/Montrose|Marcus Henry Milner]], "one of the zealous assistants of that well-known firm of stockbrokers, Messrs. Bourke and Sandys"<ref name=":8">"Metropolitan Notes." ''Nottingham Evening Post'' 31 July 1888, Tuesday: 4 [of 4], Col. 2a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000321/18880731/025/0004.</ref> * Caroline, Duchess of Montrose — her "legal advisor" on the day of her marriage to Marcus Henry Milner<ref>"Metropolitan Notes." ''Nottingham Evening Post'' 31 July 1888, Tuesday: 4 [of 4], Col. 1b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000321/18880731/025/0004.</ref> === Gwendolen Bourke === * Bridesmaids at [[Social Victorians/Timeline/1887#Wedding of Algernon Bourke and Gwendolen Sloane Stanley|her wedding]]: Lady Florence Bourke, Miss Nora Bourke, Miss Edwards, and Miss Ewart * Lord and Lady Alington, Belvedere House, Scarborough * [[Social Victorians/People/William James|Evelyn James]] == Organizations == === Gwendolen Bourke === * Member, the Ladies Committee for the [[Social Victorians/London Clubs#Prince's Skating Club|Prince's Skating Club]], which also included [[Social Victorians/People/Princess Louise|Princess Louise]] (Duchess of Argyll), the [[Social Victorians/People/Portland|Duchess of Portland]], [[Social Victorians/People/Londonderry|Lady Londonderry]], [[Social Victorians/People/Campbell|Lady Archibald Campbell]], [[Social Victorians/People/Ribblesdale|Lady Ribblesdale]], and [[Social Victorians/People/Asquith|Mrs. Asquith]]<ref name=":11">"What the 'World' Says." ''Northwich Guardian'' 01 November 1902, Saturday: 6 [of 8], Col. 8a [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001975/19021101/134/0006. Print title: The ''Guardian'', p. 6.</ref> (in 1902, at least) === Algernon Bourke === * [[Social Victorians/Schools#Eton|Eton]] * Cambridge University, Trinity College, 1873, Michaelmas term<ref name=":7">Cambridge University Alumni, 1261–1900. Via Ancestry.</ref> * Conservative Party * 1879: Appointed a Poor Law Inspector in Ireland, Relief of Distress Act * 1881: Partner, with 2 uncles, in Brunton, Bourke, and Co.<ref>"From Our London Correspondent." ''Manchester Courier'' 24 August 1881, Wednesday: 5 [of 8], Col. 4a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000206/18810824/030/0005. Print: ''Manchester Courier and Lancaster General Advertiser'', p. 5.</ref> (one of the [[Social Victorians/British Aristocracy#Sons of Peers on the Stock Exchange|sons of peers on the Stock Exchange]]) * 1885: Office of the 7th Surrey Rifles Regiment<ref>"7th Surrey Rifles." ''South London Press'' 08 August 1885, Saturday: 12 [of 16], Col. 4a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000213/18850808/165/0012. Print p. 12.</ref> * 1886: Battersea Friendly Angling Society<ref>"Battersea Friendly Angling Society." ''Fishing Gazette'' 17 April 1886, Saturday: 6 [of 20], Col. 2a [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002553/18860417/030/0006. Same print title, p. 218.</ref> * 27 February 1886: one of the Vice Presidents of the [[Social Victorians/London Clubs#Bolingbroke Reading-Room and Institute|Bolingbroke Reading-Room and Institute]] * Special Correspondent of The ''Times'' for the Zulu War, accompanying Lord Chelmsford * Head, Messrs. Bourke and Sandys, "that well-known firm of stockbrokers"<ref name=":8" /> ( – 1901 [at least]) * White's gentleman's club, St. James's,<ref>{{Cite journal|date=2024-10-09|title=White's|url=https://en.wikipedia.org/wiki/White's|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/White%27s.</ref> Manager (1897)<ref>"Side Lights on Drinking." ''Waterford Standard'' 28 April 1897, Wednesday: 3 [of 4], Col. 7a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001678/18970428/053/0003.</ref> * Willis's Rooms (described in 1895):<blockquote>... the Hon. Algernon Burke [sic], son of the 6th Earl of Mayo, has turned the place into a smart restaurant where choice dinners are served and eaten while a stringed band discourses music. Willis's Rooms are now the favourite dining place for ladies who have no club of their own, or for gentlemen who are debarred by rules from inviting ladies to one of their own clubs. The same gentleman runs a hotel in Brighton, and has promoted several clubs. He has a special faculty for organising places of the kind, without which such projects end in failure.<ref>"Lenten Dullness." ''Cheltenham Looker-On'' 23 March 1895, Saturday: 11 [of 24], Col. 2c [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000226/18950323/004/0011. Print p. 275.</ref></blockquote> *The [[Social Victorians/London Clubs#Pelican|Pelican Club]], known for its boxing (1891) ==== Boards of Directors ==== *1883: One of the directors, the Franco-English Tunisian Esparto Fibre Supply Company, Ltd.<ref>''Money Market Review'', 20 Jan 1883 (Vol 46): 124.</ref> *1891: One of the founders, the Discount Banking Company, Ltd., which says Algernon Bourke is a director of District Messenger Services and News Company, Ltd.<ref>"Public Company." ''Nottingham Journal'' 31 October 1891, Saturday: 4 [of 8], Col. 8a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001896/18911031/099/0004. Print title: ''The Nottingham Daily Express'', p. 4.</ref> *1894: One of the directors, the Frozen Lake, Ltd., with Admiral Maxse, Lord [[Social Victorians/People/Beresford|Marcus Beresford]], [[Social Victorians/People/Williams|Hwfa Williams]]<ref>"The Frozen Lake, Limited." ''St James's Gazette'' 08 June 1894, Friday: 15 [of 16], Col. 4a [of 4]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001485/18940608/085/0015. Print p. 15.</ref><blockquote>London is to have new amusement this winter, for which Mr Algernon Bourke, who has taught us that it is possible to eat as well in St. James’s as on the Boulevards, and Mr Hwfa Williams, of Sandown fame, are jointly responsible. The "Frozen Lake," under which title a real ice-skating rink is about to be constructed under their auspices, will no doubt be gladly welcomed by all skaters, and the venture is likely to prove a success.<ref>"Society Gossip." ''Weston-super-Mare Gazette, and General Advertiser'' 6 June 1894, Wednesday: 4 [of 4], Col. 4b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001444/18940606/044/0004. Print title: ''Weston-super-Mare Gazette'', p. 4.</ref></blockquote> ==== Committees ==== *Member, General Committee, [[Social Victorians/London Clubs#Baths|the Baths Club]] (1892) *Member, Men's Committee of the [[Social Victorians/London Clubs#Prince's Skating Club|Prince's Skating Club]], which also included Lord Edward Cecil, Lord Redesdale, Mr. [[Social Victorians/People/Lyttelton|Alfred Lyttelton]], Sir Edgar Vincent, Sir William Hart Dyke, and Mr. [[Social Victorians/People/Grenfell|W. H. Grenfell]]<ref name=":11" /> (1902, at least) *[[Social Victorians/Timeline/1896#25 March 1896, Wednesday|The Sala Memorial Fund]], member of the committee (from 25 March 1896) * Member of an "influential committee" headed by the Lord Mayor "to restore salmon to the Thames" (June 1899)<ref>"Salmon in the Thames." ''Berks and Oxon Advertiser'' 30 June 1899, Friday: 5 [of 8], Col. 4a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002298/18990630/079/0005. Print n.p.</ref> == Timeline == === 1870s === '''1872 February 8''', Richard Bourke, 6th Earl of Mayo was assassinated while inspecting a "convict settlement at Port Blair in the Andaman Islands ... by Sher Ali Afridi, a former Afghan soldier."<ref>{{Cite journal|date=2024-12-01|title=Richard Bourke, 6th Earl of Mayo|url=https://en.wikipedia.org/wiki/Richard_Bourke,_6th_Earl_of_Mayo|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Richard_Bourke,_6th_Earl_of_Mayo.</ref> The Hon. Algernon's brother Dermot became the 7th Earl at 19 years old. '''1876 November 24, Friday''', the Hon. Algernon Bourke was one of 6 men (2 students, one of whom was Bourke; 2 doctors; a tutor and another man) from Cambridge who gave evidence as witnesses in an inquest about the death from falling off a horse of a student.<ref>"The Fatal Accident to a Sheffield Student at Cambridge." ''Sheffield Independent'' 25 November 1876, Saturday: 7 [of 12], Col. 5a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000181/18761125/040/0007. Print title: ''Sheffield and Rotherham Independent'', n. p.</ref> '''1879 December 27, Saturday – 29, Monday''', Algernon Bourke was in Kilrush as a Local Government Board Inspector:<blockquote>Among many distinguished visitors at the Vandeleur Arms Hotel, Kilrush this week was the Hon. Algernon Bourke Local Government Board Inspector who arrived on Saturday, and sojourned there until 2 o'clock on Monday, when the honourable gentleman left by Steamer tor Limerick.<ref>"Fashionable Intelligence." ''Kilrush Herald and Kilkee Gazette'' 01 January 1880, Thursday: 2 [of 5], Col. 3a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003186/18800101/011/0002. Print title ''Kilrush Herald'', n.p.</ref></blockquote> === 1880s === '''4 February 1880, Wednesday''', Hon. Algernon Bourke attended the [[Social Victorians/Timeline/1880#Grand Ball at Palmerstown House Hosted by the Earl of Mayo|grand ball at Palmerstown House hosted by the Earl of Mayo]]. '''1880 March 30, Tuesday''', Algernon Bourke was working in the judicial system in Newcastle, County Limerick, possibly as Poorhouse Inspector:<blockquote>A sworn enquiry was held to-day at the Workhorse, Newcastle West, by the Hon Algernon Bourke, L.G.I., to enquire into charges preferred by Dr. Pierce, Medical Office, against Dr. O'Shaughnesay. The enquiry was adjourned till Thursday next. Mr Moran, sol., Rathkeale, was engaged for Dr. O'Shaughnessy.<ref>"Sworn Enquiry." "Limerick County. Newcastle West Intelligence." ''Bassett's Chronicle'' 31 March 1880, Wednesday: 3 [of 4], Col. 3b–c [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003471/18800331/044/0003. Print title ''Bassett's Daily Chronicle'', n.p.</ref></blockquote>'''1880 April 17, Saturday''', in-jokes dominate this report mentioning Algernon Bourke in the context of the Kildare and National Hunt races in Dublin:<blockquote>And in mopy Upper Mount-street, where young Algernon Bourke, of the Onety-oneth, had promised to call for, and afterwards spin down to the races in his mail phaeton, the Blake girls; and in fastidious Fitzwilliam-place, and exclusive "Murryan-squeer," from which dashing army men, in their neatly-appointed, well horsed drags were to "tool" down sweet young Dublin lasses of the ''crême d la crême'' [sic], many an anxious forecasting of the weather was taken, lest by an unpropitious shower that last triumph of Mrs. Manning, or the Forrests, or Miss Sedford, or any of the ''grandes dames de la mode'' should be rendered as worthless as a Confederate "greenback." But by ten o'clock all doubts were happily set aside, and up struck the lovely April day in all its spring-time glory and then the road, oh, the road!<ref>"To Punchestown and Back by the Old Road." ''Illustrated Sporting and Dramatic News'' 17 April 1880, Saturday: 6 [of 24], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001857/18800417/013/0006. Same print title, p. 102.</ref></blockquote>'''1881 May 10, Tuesday''', Algernon Bourke attended the [[Social Victorians/Timeline/1881#1881 May 10, Tuesday|wedding of Marion Lascelles, eldest daughter of the Hon. Egremont W. Lascelles, brother of the Earl of Harewood, and Lieutenant Henry Dent Brocklehurst, of the Second Life Guards, nephew of Mr. Philip Brocklehurst, of Swithamley Park, Macclesfield]]. His gift was an "old enamelled watch set in pearls."<ref>"Nuptial Rejoicings at Middlethorpe Manor. Marriage of Miss Lascelles and Lieut. Brocklehurst." ''Yorkshire Gazette'' 14 May 1881, Saturday: 9 [of 12], Cols. 3a–4a [of 6]. ''British Newspaper Archive''https://www.britishnewspaperarchive.co.uk/viewer/bl/0000266/18810514/057/0009. Print same title and p.</ref> '''1881 May 23, Monday, 2:00 p.m.''', Algernon Bourke is listed among the Honourables at the [[Social Victorians/Timeline/1881#Queen's Levee at St. James's Palace|Queen's Levee at St. James's Palace]]. '''1881 July 14, Thursday afternoon, beginning about 2 p.m.''', Algernon Bourke was invited to a Garden Party at Marlborough House hosted by [[Social Victorians/People/Albert Edward, Prince of Wales|Albert Edward, Prince of Wales]] and [[Social Victorians/People/Alexandra, Princess of Wales|Alexandra, Princess of Wales]]. Members of the family of the [[Social Victorians/People/Mayo|Earl of Mayo]] were also among the 1,500 or so invited guests. '''1881 July 22, Friday''', Algernon Bourke was invited to an [[Social Victorians/Timeline/1881#22 July 1881, Friday|evening party at Marlborough House hosted by the Prince and Princess of Wales]]. '''1881 September 17, Saturday''', Algernon Bourke was reported among the company at Doncaster during race week.<ref>"List of the Company." ''York Herald'' 17 September 1881, Saturday: 8 [of 16], Col. 4c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000499/18810917/183/0008. Same print title and p.</ref> '''1881 November 22, Tuesday''', Algernon Bourke was sued in Dublin by Henry Naylor because he "had declined to pay" for a £35 piano.<ref>"Henry Naylor v. the Hon. Algernon Bourke." "Exchequer Division." "High Court of Justice." ''Belfast Morning News'' 23 November 1881, Wednesday: 3 [of 4], Col. 8a [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000428/18811123/015/0003. Same print title, n.p.</ref> '''1881 December 8, Thursday''', Algernon Bourke was part of a [[Social Victorians/Timeline/1881#Battue at Palmerstown|battue at Palmerstown]], when the group bagged 172 pheasants, hares and rabbits. '''1882 March 7, Tuesday''', Algernon Bourke attended the [[Social Victorians/Timeline/1882#7 March 1882, Tuesday|fashionable wedding of Reginald Chandos-Pole and Violet Denison]]. '''1882 March 15, Wednesday''', Algernon Bourke attended [[Social Victorians/Timeline/1882#The Marchioness of Salisbury's Assembly|the Marchioness of Salisbury's first reception of the season]]. '''1882 July 13, Thursday''', Algernon Bourke was invited to the [[Social Victorians/1882-07-13 Marlborough House Garden Party|Garden Party at Marlborough House for Queen Victoria]] hosted by [[Social Victorians/People/Albert Edward, Prince of Wales|Albert Edward, Prince of Wales]] and [[Social Victorians/People/Alexandra, Princess of Wales|Alexandra, Princess of Wales]]. The more than 1,000 people invited also included a number of people from the family of the [[Social Victorians/People/Mayo|Earl of Mayo]]. '''1882 September 28, Saturday''', Algernon Bourke attended the [[Social Victorians/Timeline/1882#The Wedding of John M'Donald and Georgiana Lambart|wedding of John M'Donald and Georgiana Lambart]]. '''1883 March 21, Wednesday''', the Evening Irish Times announced that Algernon Bourke "has arrived at Kingstown from England."<ref>"Court and Fashion." ''Evening Irish Times'' 21 March 1883, Wednesday: 7 [of 8], Col. 5a [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003464/18830321/086/0007. Same print title and p.</ref> '''23 July 1883, Monday, noon''', the Hon. Algernon Bourke was invited to a [[Social Victorians/Timeline/1883#Garden Party at Marlborough House, at Noon|garden party at Marlborough House]] hosted by the Prince and Princess of Wales. '''31 October 1883, Wednesday''', Algernon Bourke attended the wedding of [[Social Victorians/Timeline/1883#Wedding of Lady Cecelia Hay and Captain George Webbe|Lady Cecelia Hay and Captain George Webbe]].<p> '''1884 February 16, Saturday''', Algernon Bourke attended [[Social Victorians/Timeline/1884#16 February 1884, Saturday|the funeral of Thomas Chenery, editor of the ''Times'']]. '''1884 April 4, Saturday''', Algernon Bourke was (may have been?) one of the [[Social Victorians/Timeline/1884#5 April 1884, Saturday|"Supporters of the Pall" at the funeral]] of [[Social Victorians/People/Leopold|Prince Leopold George Duncan Albert, Duke of Albany]] at St. George's, Windsor. '''1884 April 26, Saturday''', Algernon Bourke attended a [[Social Victorians/Timeline/1884#26 April 1884, Saturday|dinner party at the Lord Mayor's Mansion House for conservatives to meet Sir Stafford Northcote]]. '''1884 May 3, Saturday''', the "Rochester Conservatives" announced that they would "bring forward the Hon. Algernon Bourke, brother of Lord Mayo, as their second candidate,"<ref>"Election Intelligence." ''Yorkshire Gazette'' 03 May 1884, Saturday: 4 [of 12], Col. 6a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000266/18840503/011/0004.</ref> but because he would not be the first candidate, Bourke declined.<ref>"Rochester." London ''Daily Chronicle'' 09 May 1884, Friday: 3 [of 8], Col. 8b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005049/18840509/049/0003.</ref> '''1884 June 18, Wednesday''', Mr. Algernon Bourke was on a committee to watch a [[Social Victorians/Timeline/1884#18 June 1884, Wednesday|Mr. Bishop's "thought-reading" experiment]], which was based on a challenge by Henry Labourchere made the year before. This "experiment" took place before a fashionable audience. '''1884 July 25, Friday, afternoon''', the Hon. Algernon Bourke was invited to a [[Social Victorians/Timeline/1884#Garden Party at Marlborough House hosted by the Prince and Princess of Wales|Garden Party at Marlborough House hosted by the Prince and Princess of Wales]]. '''1885 January 22, Thursday''', Algernon Bourke's gift to [[Social Victorians/Timeline/1885#Wedding of George Buckle and Alicia Payn|George Buckle and Alicia Payn for their wedding]] was an antique cabinet. '''1885 July 7, Tuesday''', Algernon Bourke attended [[Social Victorians/Timeline/1885#7 July 1885, Tuesday|Eva Bourke's wedding to Windham Wyndham-Quin]] at St. Mary Abbots, Kensington. '''1885 July 13, Monday''', Algernon Bouurke was at Victoria Station as part of the [[Social Victorians/Timeline/1885#Arrival of Lord Wolseley in London from Egypt|crowd greeting Lord Wolseley on his return from Egypt]]. '''1885 July 24, Friday''', the Hon. Algernon Bourke was invited to a [[Social Victorians/1885-07-24 Marlborough House Ball|ball at Marlborough House]] hosted by the Prince and Princess of Wales. '''1885 September 26, Saturday''', Algernon Bourke took part in the [[Social Victorians/Timeline/1885#26 September 1885, Saturday|Ealing Conservative Club fete and meeting]] supporting Salisbury's government and condemning "the dictates of one man" — Gladstone — for Gordon's death. '''1885 October 3, Saturday''', the Hon. Algernon Bourke was named as the Conservative candidate for Clapham in the Battersea and Clapham borough after the Redistribution Bill determined the electoral districts for South London.<ref>"South London Candidates." ''South London Press'' 03 October 1885, Saturday: 9 [of 16], Col. 5b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000213/18851003/096/0009. Print p. 9.</ref> On Sunday 15 November 1885 the London ''Weekly Dispatch'' supported Moulton, the Liberal candidate, who ultimately won the election:<blockquote> Though a successful lawyer, Mr. Moulton is much more than that. He is a thorough and independent student of political science, who may be trusted to do good service to the Liberal cause with brain as well as with tongue. It will be matter for hearty congratulation if he defeats the Hon. Algernon Henry Bourke, who is a dashing and unscrupulous young Tory, and a nephew of the well-known politician with the same surname.<ref>"The Political Campaign in London. VI. — The South-West Divisions." ''Weekly Dispatch'' (London) 15 November 1885, Sunday: 9 [of 16], Col. 3c [of 4]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003358/18851115/069/0009. Same print title and p.</ref></blockquote> On Saturday 21 November 1885 the ''South London Press'' reported on posters for Bourke's candidacy:<blockquote> The Hon. Algernon Bourke, Conservative candidate for Clapham, has a very industrious billsticker, who pastes up his patron’s bills in every possible place where they can be seen to advantage. It is unfortunate, however, that choosing the flank wall of an auctioneer’s the modern "Sam Slap" has produced some curious combinations, such as — "Vote for Bourke," "Now on View;" "Electors of Clapham, Vote for Mr. Bourke, and" "Be Sold Without Reserve;" "Mr, Bourke will" "Advance Money to" "the Electors of Clapham;" "Great Conservative Meeting. The British Constitution will be" "Offered for Sale this Evening," &c.<ref>"Pick-up Notes." ''South London Press'' 21 November 1885, Saturday: 10 [of 16], Col. 1b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000213/18851121/155/0010. Same print title and p.</ref></blockquote> '''1885 November 3, Tuesday, 11:00 a.m.''', Algernon Bourke attended the [[Social Victorians/Mayo-Ponsonby Wedding 1885-11-03|wedding of his brother, Dermot, 7th Earl of Mayo and Geraldine Ponsonby]]. He gave them 2 Sheraton secretaires. '''1886 January 5, Tuesday, late''', the Hon. Algernon Bourke attended the [[Social Victorians/Timeline/1886#Twelfth Night|Twelfth Night celebration at the Drury Lane theatre]]. '''1886 March 13, Saturday evening''', an Hon. Mr. Bourke attended a [[Social Victorians/1886-03-13 Reception at the French Embassy|reception at the French Embassy]], possibly Algernon Bourke or possibly [[Social Victorians/People/Mayo|one of his brothers]]. '''1886 July 10, Saturday''', Hon. Algernon Bourke was invited to a [[Social Victorians/Timeline/1886#Garden Party at Marlborough House Given to the Queen|garden party at Marlborough House given to the Queen]]. Gwendolen Sloane Stanley is not mentioned but Mr. and Mrs. Hans Sloane Stanley are, as are Mr. and Mrs. F. Sloane Stanley.<p> '''1886 July 21, Wednesday''', Algernon Bourke was invited to the [[Social Victorians/1886-07-21 Marlborough House Ball|Ball at Marlborough House]], as were a [[Social Victorians/People/Bourke#The Sloane-Stanleys 2|Mr. and Mrs. F. Sloane-Stanley]], possibly the parents of Gwendolen Sloane-Stanley (if the "F" is a mistake), who married Bourke on 15 December 1887. Gwendolen is not mentioned as having been invited. '''1886 July 27, Tuesday''', Algernon Bourke attended a service honoring a memorial at St. Paul's for his father, who had been assassinated.<ref>"Memorial to the Late Earl of Mayo." ''Northern Whig'' 28 July 1886, Wednesday: 6 [of 8], Col. 6b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000434/18860728/143/0006. Print p. 6.</ref> '''1886 September 2, Thursday''', Mr. Algernon Bourke was part of a group of mostly aristocratic men taking part in [[Social Victorians/Timeline/1886#Augustus Harris's A Run of Luck|a "trial-rehearsal" as part of Augustus Harris's production]] ''A Run of Luck'', about sports. '''1886 October 2, Saturday''', the Duke of Beaufort and the Hon. Algernon Bourke arrived in Yougal: "His grace has taken a residence at Lismore for a few weeks, to enjoy some salmon fishing on the Blackwater before the close of the season."<ref>"Chippenham." ''Wilts and Gloucestershire Standard'' 02 October 1886, Saturday: 8 [of 8], Col. 6a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001955/18861002/142/0008. Print p. 8.</ref> '''1886 October 11, Monday''', Algernon Bourke may have been taking part in a [[Social Victorians/Timeline/1886#Performance of Run of Luck|performance of ''Run of Luck'' at the Drury Lane]]. '''1886 October 23, Saturday''', Algernon Bourke was [[Social Victorians/Timeline/1886#Party at Wemyss Castle, Fife|staying at Wemyss Castle, Fife]]. '''1886 December 30, Thursday''', Algernon Bourke was back in London and attending the [[Social Victorians/Timeline/1886#Augustus Harris's The Forty Thieves|"Forty Thieves" pantomime at the Drury Lane Theatre]]. '''1887 January 5, Wednesday''', the Hon. Algernon Bourke was one of the chief mourners at the [[Social Victorians/Timeline/1887#Funeral of Lady Margaret Harriett Bourke|funeral of Lady Margaret Harriett Bourke]]. '''1887 March 1, 2:00 p.m.''', Algernon Bourke is listed among the Messieurs attending the [[Social Victorians/Timeline/1887#Queen's Levee at St. James's Palace|Queen's Levee at St. James's Palace]].<p> '''1887 May''', a "signalling incident" in 1907 [[Social Victorians/Timeline/1887#May 1887|caused the Waterford ''Evening News'' to recall a similar event]] that had occurred 20 years earlier, in which Algernon Bourke, as special correspondent for the ''Times'', caused the incident to be publicized:<blockquote>During the manoeuvres in connection with the 1887 Jubilee of Queen Victoria a signal was observed going up from [[Social Victorians/People/Beresford|Lord Charles [Beresford]]]'s ship. It was a message to his wife, Lady Beresford, to the effect that, as he should be late for dinner, she was not to wait. Beyond the hilarity this domestic signal evoked, nothing more would have been heard of it, but Mr. Algernon Bourke (Lord Mayo's brother) was acting as special correspondent for the "Times," and that paper the next morning contained a full and humorous report of the incident. Then there was trouble.<ref>"Signalling Incident." ''Evening News'' (Waterford) 13 November 1907, Wednesday: 1 [of 4], Col. 6c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004557/19071113/021/0001.</ref></blockquote> '''1887 June 15, Wednesday''', the Hon. Algernon Bourke attended a [[Social Victorians Foreign Office Reception 1887-06-15|reception at the Foreign Office in honor of Queen Victoria's Golden Jubilee]]. '''1887 July 6, Wednesday''', Algernon Bourke was invited to and, presumably, attended the State Ball at Buckingham Palace.<ref>"The State Ball at Buckingham Palace." ''Morning Post'' 08 July 1887, Friday: 3 [of 8], Col. 5a–6c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18870708/013/0003. Same print title and p.</ref> (Col. 1c) '''1887 August 6, Saturday''', the ''Brighton Gazette'' says that the "Hon. Mrs and Mr Algernon Bourke" were staying at the Royal Crescent Hotel in Brighton, but they didn't marry until 15 December 1887.<ref>"Royal Crescent Hotel." ''Brighton Gazette'' 6 August 1887, Saturday: 3 [of 8], Col. 5c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000938/18870806/047/0003. Print title ''Brighton Gazette and Sussex Telegraph'', p. 3.</ref> Perhaps an elder relative, because she is mentioned first? '''1887 November 9, Wednesday''', the ''Hampshire Advertiser County Newspaper'' announced that<blockquote>A marriage is arranged, and will take place early in January, between Mr. Algernon Bourke, third son of the late Earl of Mayo, and Miss Guendolen Sloane Stanley, only daughter of Mr. Hans Sloane Stanley, of Paultons.<ref>"Romsey, Nov. 9." ''Hampshire Advertiser'' 9 November 1887, Wednesday: 3 [of 4], Col. 7a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000495/18871109/034/0003. Print title ''Hampshire Advertiser County Newspaper'', p. 3.</ref></blockquote>Shortly after, the papers announced that the wedding would not take place. '''1887 December 15, Thursday''', Hon. [[Social Victorians/Timeline/1887#Wedding of Algernon Bourke and Gwendolen Sloane Stanley|Algernon Bourke and Gwendolen Stanley were married at St. Paul's]], Knightsbridge, by Bourke's uncle the Hon. and Rev. George Bourke. Only family members attended because of "the recent death of a near relative of the bride."<ref>"Court Circular." ''Morning Post'' 16 December 1887, Friday: 5 [of 8], Col. 7c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18871216/066/0005.</ref> Who the "near relative of the bride" was not in her nuclear family, and perhaps that explains the cancellation of the wedding and then the changing of the wedding date and not some problem in the couple. '''1888 – 1899 January 1''', the Hon. Algernon Bourke was "proprietor" of [[Social Victorians/London Clubs#White's|White's Club, St. James's Street]].<ref name=":9">"The Hon. Algernon Bourke's Affairs." ''Eastern Morning News'' 19 October 1899, Thursday: 6 [of 8], Col. 7c [of7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001152/18991019/139/0006. Print p. 6.</ref> '''1888 January 21, Saturday''', Gwendolen Bourke attended the wedding of [[Social Victorians/Timeline/1888#Hamilton-Ewart Wedding|Florence Ewart and Henry Hamilton]]. '''1888 March 7, Wednesday''', assuming that this date is not a week after the actual date, [[Social Victorians/People/Beresford|Lady Charles Beresford]] held a [[Social Victorians/Timeline/1888#1888 March 7, Wednesday|notable and well-attended "at home"]] that Gwendolen Bourke attended, reported for being dressed in white and being among the beautiful women present. '''6 April 1888, Friday''', Algernon and Gwendolen Bourke attended the [[Social Victorians/Timeline/1888#6 April 1888, Friday|New Forest United Hunt ball at the New Forest Hall, Lyndhurst]]. '''1888 May 2, Wednesday''', Algernon and Gwendolen Bourke attended the [[Social Victorians/Timeline/1888#The Marchioness of Salisbury's Reception|Marchioness of Salisbury's reception]] at the Salisbury home on Arlington-street. '''1888 May 22, Tuesday''', the Dowager Countess of Mayo presented Gwendolen Bourke at the [[Social Victorians/Timeline/1888#Queen's Drawing Room|Queen's drawing-room]] hosted by the Princess of Wales. This is Gwendolen Bourke's dress:<blockquote>Empire robe de cour of white satin duchesse, lined with rich pink silk, sufficiently bright to give a beautiful shell-like tint through the satin; tulle underdress, with upper skirt, embroidered with pearl, and caught up in Greek folds with large pink Tosca roses; white satin bodice, with Josephine pink sash tied at side, Headdress, veil and plumes; ornaments, diamonds.<ref>"Dresses at the Drawing-Room." ''Epsom Journal'' 22 May 1888, Tuesday: 3 [of 6], Col. 5b–c [of 6]. ''British Newspapers Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004837/18880522/034/0003. Print: title ''Local Journal'', p. 3.</ref></blockquote> Another description:<blockquote>Mrs. Algernon Bourke's train was of white satin lined with pink, which showed through with charmingly shell-like effect. The dress, fashioned after those of the Empire period, was of white satin embroidered with pearls. A very broad sash of pink satin made the waist seem quaintly short, a trying thing to any but the young and tall, both of which qualifications Mrs. Bourke most happily possesses. She carried a lovely posy of La France roses.<ref>"Gossip on Dress." ''Boston Spa News'' 25 May 1888, Friday: 2 [of 8], Col. 1b–2b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003395/18880525/014/0002. Print title The News, n.p.</ref> (Col. 1c)</blockquote>'''1888 June 8, Friday''', Hon. Algernon and Mrs. Bourke attended a [[Social Victorians/Timeline/1888#Dinner and Dance Hosted by Lord and Lady Wimborne at Hamilton House|dinner and dance Hosted by Lord and Lady Wimborne at Hamilton House]] featuring Prince and Princess Christian of Schleswig-Holstein, and for the ball, the King of Sweden and Norway and the Prince and Princess of Wales and their daughters were present. '''1888 June 19, Tuesday''', Gwendolen Bourke was one of the principal guests at the wedding of [[Social Victorians/Timeline/1888#19 June 1888, Tuesday|Captain Philip Green and Miss Mabel Emilie Scott]]. '''1888 July 26''', [[Social Victorians/People/Montrose|Caroline Graham Stirling-Crawford]] (known as Mr. Manton for her horse-breeding and -racing operations) and Marcus Henry Milner married.<ref name=":12">"Hon. Caroline Agnes Horsley-Beresford." {{Cite web|url=https://thepeerage.com/p6863.htm#i68622|title=Person Page|website=thepeerage.com|access-date=2020-11-21}}</ref> According to the ''Nottingham Evening Post'' of 31 July 1888,<blockquote>LONDON GOSSIP. (From the ''World''.) The marriage of "Mr. Manton" was the surprise as well the sensation of last week. Although some wise people noticed a certain amount of youthful ardour in the attentions paid by Mr. Marcus Henry Milner to Caroline Duchess of Montrose at '''Mrs. Oppenheim's ball''', nobody was prepared for the sudden ''dénouement''; '''and it''' were not for the accidental and unseen presence [[Social Victorians/People/Mildmay|a well-known musical amateur]] who had received permission to practice on the organ, the ceremony performed at half-past nine on Thursday morning at St. Andrew's, Fulham, by the Rev. Mr. Propert, would possibly have remained a secret for some time to come. Although the evergreen Duchess attains this year the limit of age prescribed the Psalmist, the bridegroom was only born in 1864. Mr. "Harry" Milner (familiarly known in the City as "Millions") was one of the zealous assistants of that well-known firm of stockbrokers, Messrs. Bourke and Sandys, and Mr. Algernon Bourke, the head of the house (who, of course, takes a fatherly interest in the match) went down to Fulham to give away the Duchess. The ceremony was followed by a ''partie carrée'' luncheon at the Bristol, and the honeymoon began with a visit to the Jockey Club box at Sandown. Mr. Milner and the Duchess of Montrose have now gone to Newmarket. The marriage causes a curious reshuffling of the cards of affinity. Mr. Milner is now the stepfather of the [[Social Victorians/People/Montrose|Duke of Montrose]], his senior by twelve years; he is also the father-in-law of [[Social Victorians/People/Lady Violet Greville|Lord Greville]], Mr. Murray of Polnaise, and [[Social Victorians/People/Breadalbane|Lord Breadalbane]].<ref name=":8" /></blockquote> '''1888 December 1st week''', according to "Society Gossip" from the ''World'', the Hon. Algernon Bourke was suffering from malaria, presumably which he caught when he was in South Africa:<blockquote>I am sorry to hear that Mr. Algernon Bourke, who married Miss Sloane-Stanley a short time ago, has been very dangerously ill. Certain complications followed an attack of malarian fever, and last week his mother, the Dowager Lady Mayo, and his brother, Lord Mayo, were hastily summoned to Brighton. Since then a change for the better has taken place, and he is now out of danger.<ref>"Society Gossip. What the ''World'' Says." ''Hampshire Advertiser'' 08 December 1888, Saturday: 2 [of 8], Col. 5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000495/18881208/037/0002. Print title: ''The Hampshire Advertiser County Newspaper''; print p. 2.</ref></blockquote> '''1888 December 20, Thursday''', the Sloane-Stanley family, including Gwendolen Bourke, attended the [[Social Victorians/Timeline/1888#20 December 1888, Thursday|funeral of Hans Sloane Stanley]]. Algernon Bourke did not attend because he was still too ill. '''1889 January 22, 2:30 p.m., Tuesday''', Algernon and Gwendolen Bourke sent a gift for the [[Social Victorians/Cecil Lambton Wedding 1889 January 22|wedding of Lady Eleanor Lambton and Lord Robert]] Cecil, a pair of antique mirrors. '''1889 May 18, Saturday''', Algernon Bourke attended the [[Social Victorians/Timeline/1889#18 May 1889, Saturday|opening of the Italian Opera season at Covent Garden]]. '''1889 May 27, Monday, 11 p.m.''', the dancing commenced at [[Social Victorians/Timeline/1889#The Queen's State Ball at Buckingham Palace|the Queen's State Ball at Buckingham Palace]], with both the Hon. Algernon and the Hon. Gwendolen Bourke present. '''1889 June 8, Saturday''', the Hon. Algernon Bourke contributed some art he owned to the collection of the Royal Institute of Painters in Water-Colours' [[Social Victorians/Timeline/1889#8 June 1889, Saturday|exhibition of "the works of the 'English Humourists in Art.'"]] '''1889 July 2, Tuesday''', Gwendolen and Algernon Bourke sat in the Muriettas' box at a [[Social Victorians/Timeline/1889#The Shah at a Covent Garden Opera Performance|gala performance at Covent Garden also attended by the Prince and Princess of Wales, a number of other royals and the Shah]].<p> '''1889 27 July, Saturday''', Gwendolen and Algernon Bourke attended a [[Social Victorians/Timeline/1889#Garden Party Hosted by Mr. and Mrs. Augustus Harris|garden party hosted by Mr. and Mrs. Augustus Harris]], which was attended by a people from the theatre and arts worlds.<p> '''1889 December 2, Monday''', Gwendolen Bourk's mother, Emilie Sloane-Stanley, married James Shelly Bontein:<blockquote><p> BONTEIN—STANLEY — December 2, at St. George's, Hanover Square, London, by the Rev. G. S. de Sansmarez, James Shelly, only son of the late James Bontein, Gentleman Usher and Clerk of the Robes to the Queen, to Emilie Josephine, widow of Hans Sloane Stanley, of Paultons.<ref name=":18" /></blockquote>'''1889 December 17, Tuesday''', Hon. Algernon and Mrs. Bourke gave a gift to [[Dangan-Neville Wedding|Lady Violet Nevill for her wedding to Henry Wellesley, Viscount Dangan]] and so were probably in attendance. === 1890s === '''1890 January 9, Thursday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1890#The York Hunt Ball|fancy-dress Hunt Ball in York]]. She<blockquote>looked a picture in a Gainsborough gown. The white satin skirt was flounced with sable and veiled with ''chiffon'', the setuage of which was left to show without being hemmed up. There was a broad sash of rose-pink silk and each buttonhole was filled round with crimped lisse.<ref>"Our London Letter." ''Irish Society'' (Dublin) 11 January 1890, Saturday: 17 [of 24], Col. 2a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001939/18900111/042/0017. Same print title, p. 29.</ref></blockquote>'''1890 February''' '''12, Wednesday''', Hon. Algernon and Mrs. Bourke attended [[Social Victorians/Timeline/1890#Lady Constance Leslie's Reception|Lady Constance Leslie's reception]] at her house in Stratford-place. '''1890 April 9, Wednesday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1890#The New Forest United Hunt Ball|the New Forest United Hunt Ball]]. '''1890 June 3, Tuesday''', Gwendolen Bourke attended the 2:30 p.m. [[Social Victorians/Timeline/1890#Münster-Hay Wedding|wedding of Count Alexander Münster and Lady Muriel Henrietta Constance Hay]]. She is also listed as having attended a [[Social Victorians/Timeline/1890#Dinner and Concert Hosted by Mrs. Arthur Williams and Ball by Mrs. Menzies|ball hosted by Mrs. J. Menzies (daughter of Mrs. Arthur Wilson)]] that Prince Eddie, the Duke of Clarence and Avondale, also attended, that night. '''1890 July 4, Friday, 11 p.m.''', the Hon. Algernon and Gwendolen Bourke attended [[Social Victorians/Timeline/1890#The Queen's State Ball at Buckingham Palace|the Queen's State Ball at Buckingham Palace]]. The dancing commenced shortly after 11:00. '''1890 July 15, Tuesday''', Hon. Algernon and Mrs. Bourke were invited to a [[Social Victorians/Timeline/1890#Garden Party at Marlborough House to Meet the Queen|garden party at Marlborough House to meet the Queen]]. '''1890 July 19, Saturday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1890#Wedding of James Francis Harry St. Clair-Erskine and Violet Aline Vyner|wedding of James Francis Harry St. Clair-Erskine and Violet Aline Vyner]], the two of them giving "four small silver dessert dishes" and Gwendolen giving an "enamel and diamond pin."<ref>"Marriage of Lord Loughborough with Miss Vyner." ''Fife Free Press'' 26 July 1890, Saturday: 2 [of 8], Col. 1a–2b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001110/18900726/015/0002. Same print title and p.</ref> (Col. 2b) '''1890 July 24, Thursday''', Algernon and Gwendolen Bourke attended a [[Social Victorians/Timeline/1890#Dinner and Dance Hosted by Lord Alington|dance hosted by Lord Alington]] attended also by the Prince and Princess of Wales and Princesses Victoria and Maud. '''1890 September 6, Saturday''', the ''Country Gentleman'' (as it was called at the time) reported that "Muckross, the only deer forest in Ireland, it may be said, has this year been rented by Mr. Algernon Bourke, who will next week be joined there for the stalking season by his brother, Lord Mayo."<ref>"Shooting. Moors, Forests, and Fishings." ''Sporting Gazette'' 06 September 1890, Saturday: 11 [of 38], Col. 1c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002525/18900906/065/0011. Print: ''Country Gentleman'', p. 1251.</ref> On 11 October 1890 the ''St. James's Gazette'' says,<blockquote>The Earl of Durham has been staying at Muchross, county Kerry, on a visit to the Hon. A. Bourke, who has rented the celebrated shootings and fishings on that estate for the autumn.<ref>"Court and Society." ''St James's Gazette'' 11 October 1890, Saturday: 12 [of 16], Col. 1b [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001485/18901011/064/0012. Same print title and p.</ref></blockquote>'''1890 October 25, Saturday''', the Hon. Algernon and Mrs. Bourke gave a gold-mounted box to [[Social Victorians/Loder De Vere Beauclerk Wedding|Lady Louise De Vere Beauclerk on her wedding to Gerald Loder, M.P.]], so they were probably present at the wedding, or at least the reception. Mrs. Bontein [sic Bontine], Gwendolen's mother, gave a silver box, suggesting the relationship was through the women. '''1890 November 29, 11:30 Saturday morning''', Algernon Bourke's gift for the [[Social Victorians/Dudley-Beckwith Wedding 1890-11-29|wedding of the Hon. Francis Dudley and Miss Forbes Beckwith]] was some cases of a Bordeaux wine: "three dozen Cantenac, 1875 vintage."<ref>"Marriage of Lord Leigh's Heir. Descriptive Sketch of the Ceremony, and Full List of Guests and Presents." ''Leamington Spa Courier'' 6 December 1890, Saturday: 6 [of 10], Cols. 1a–4a. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000319/18901206/021/0006. Same print title and p.</ref>{{rp|Col. 3b}} Gwendolen Bourke is not listed as having been invited to the reception, but this list from the ''Leamington Spa Courier'' has some gaps. '''1890 December 4, Thursday''', Gwendolen and Algernon Bourke attended the [[Mure-Portal Wedding 1890-12-04|wedding of Miss Mure and Mr. S. J. Portal]]. Their gift is not recorded. '''1891 January''', Algernon Bourke took party in a [[Social Victorians/Timeline/1891#Shooting Party in Kallarnet, Totton|shooting party in Kallarnet, Totton]]. '''1891 June 24, Wednesday''', the Hon. Algernon and Mrs. Bourke attended a [[Social Victorians/Timeline/1891#Dinner and Ball Hosted by Lord and Lady Wimborne|dinner and ball Hosted by Lord and Lady Wimborne]] featuring Princess Mary Adelaide, the Duke of Teck, and Princess Victoria. '''1891 July 9, Thursday''', Algernon and Gwendolen Bourke were invited to a [[Social Victorians/1891-07-09 Garden Party|large Garden Party at Marlborough House]] hosted by the [[Social Victorians/People/Albert Edward, Prince of Wales|Albert Edward, Prince of Wales]] and [[Social Victorians/People/Alexandra, Princess of Wales|Alexandra, Princess of Wales]] in honor of Queen Victoria and the German Emperor and Empress. The more than 3,000 people invited also included a number of people from the [[Social Victorians/People/Mayo|family of the Earl of Mayo]]. '''1891 July 22, Wednesday''', Gwendolen Bourke attended a [[Social Victorians/Timeline/1891#Dinner and Dance at Alington House|dance at the Earl and Countess Alington]]'s that also included the Prince and Princess of Wales. '''1891 October 22, Thursday''', Hon. and Mrs. Bourke attended at least the reception of the [[Social Victorians/Timeline/1891#Le Strange Astley Wedding|Le Strange—Astley Wedding]], although perhaps the couple is not the Algernon Bourkes. '''1891 November 22, Sunday''', the London ''Weekly Dispatch'' reports a performance by American "Lady Magnet" Mrs. Abbott, who claimed to be able to lift anybody using only her magnetic properties. An enthusiastic "committee of some fifteen gentlemen presented a written and signed testimonial" supporting Mrs. Abbott, "the Hon. Algernon Bourke, Professor Atkinson, Dr. Hides, and three other doctors who prefer to remain incog., being among the signatories. All the medical gentlemen concerned assured the ''Evening News and Post'' reporter of their complete and unconditional surrender. One of them went so far as to say that he had come with the full determination of disbelieving, but had been quite able to act up to his resolve."<ref>"The Lady Magnet. Draws Crowds of People Who Divide in Opinion about Her." ''Weekly Dispatch'' (London) 22 November 1891, Sunday: 16 [of 16], Cols. 3a–4b [of 4]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003358/18911122/203/0016. Print: same title and p.</ref> '''1892''', the Hon. Algernon Bourke privately published his ''The History of White's'', the exclusive gentleman's club. '''1892 January 27, Saturday''', Algernon and Gwendolen Bourke attended the very fashionable [[Social Victorians/Timeline/1892#The Wedding of Lord Henry Cavendish Bentinck, M.P., and Lady Olivia Taylour|wedding of Lord Henry Cavendish Bentinck, M.P., and Lady Olivia Taylour]]. Their gift was not noted in the list. '''1892 February''' '''10, Wednesday''', Gwendolen Bourke attended the [[Social Victorians/1892-02-10 Alington Leigh Wedding|very fashionable wedding of Henry, Lord Alington and Evelyn Henriette Leigh]] [[Social Victorians/1892-02-10 Alington Leigh Wedding|in St. Paul's, Knightsbridge]] '''1892 April''' '''10, Wednesday, about 2:30 p.m.''', Gwendolen Bourke attended [[Social Victorians/1892-02-10 Alington Leigh Wedding|the very fashionable wedding between Henry Sturt, Lord Alington and Evelyn Leigh]]. Her gift was a "tortoiseshell and gold heart-shaped tray."<ref name=":02">"Lord Alington to Miss Leigh." ''Gentlewoman'' 20 February 1892, Saturday: 21 [of 46], Cols. 1a–3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18920220/092/0021. Same print title, p. 237.</ref> (Col. 3a) '''1892 June 25, Saturday''', the ''Gentlewoman''<nowiki/>'s "Overheard by the Little Bird" says "That pretty Mrs. Algernon Bourke has been staying here, but returned to England in time for Ascot."<ref>Little Bird, The. "Overheard by the Little Bird." ''Gentlewoman'' 25 June 1892, Saturday: 32 [of 60], Col. 3b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18920625/157/0032. Same print title, p. 860.</ref> '''1892 December 13, Tuesday''', the ''Gentlewoman'' says Gwendolen Bourke is lovely in its coverage of [[Social Victorians/Timeline/1892#Wedding of Miss Eleanor M. Ewart and Captain Guy Withington|Eleanor M. Ewart and Captain Guy Withington's wedding]]. '''1892 December 22, Thursday''', Algernon Bourke attended the [[Social Victorians/Timeline/1892#22 December 1892, Thursday|monthly meeting of the Zoological Society in Hanover-square]].<p> '''1893 February 11, Tuesday''', Algernon Bourke opened Willis's Restaurant:<blockquote>Mr. Algernon Bourke has in his time done many things, and has generally done them well. His recently published history of White's Club is now a standard work. White's Club itself was a few years ago in its agony when Mr. Bourke stepped in and gave it a renewed lease of life. Under Mr. Bourke's auspices "Willis's Restaurant" opened its doors to the public on Tuesday last in a portion of the premises formerly so well known as Willis's Rooms. This new venture is to rival the Amphitryon in the matter of cuisine and wines; but it is not, like the Amphitryon, a club, but open to the public generally. Besides the restaurant proper, there are several ''cabinets particuliers'', and these are decorated with the very best of taste, and contain some fine portraits of the Georges.<ref>"Marmaduke." "Letter from the Linkman." ''Truth'' 20 April 1893, Thursday: 25 [of 56], Col. 1a [of 2]. ''British Newspaper Archive'' [https://www.britishnewspaperarchive.co.uk/viewer/bl/0002961/18930420/075/0025# https://www.britishnewspaperarchive.co.uk/viewer/bl/0002961/18930420/075/0025]. Print p. 855.</ref></blockquote> '''1893 February 7, Tuesday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1893#1893 February 7, Tuesday|the reception after Lady Emily Cadogan's wedding]]. '''1893 February 20, Monday''', the Hon. Algernon Bourke is listed as having attended the [[Social Victorians/Timeline/1893#Queen's Levee at St. James's Palace|Queen's Levee at St. James's Palace]] held by the Prince of Wales; because wives generally are not listed, it seems likely Gwendolen Bourke attended as well. '''1893 February 28, Tuesday, 3:00 p.m.''', Gwendolen Bourke attended a [[Social Victorians/Queens Drawing Room 1893-02-28|Queen's Drawing Room at Buckingham Palace]].<p> '''1893 March 22, Wednesday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1893#22 March 1893, Wednesday|Lady Wimborne's reception]]. '''1893 April 1, Saturday''', Algernon Bourke published a letter to the editor of the ''Times'', reprinted in the ''Kildare Observer'', arguing against Gladstone's Home Rule bill on the grounds that Ireland would not be able to take out a loan on its own behalf because of its obligations to the U.K., including what was called its share of the national debt.<ref>"Irish Unionist Alliance." ''Kildare Observer and Eastern Counties Advertiser'' 01 April 1893, Saturday: 6 [of 8], Col. 4c [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001870/18930401/062/0006. Print: The ''Kildare Observer'', n.p.</ref> '''1893 May 13, Saturday''', Algernon Bourke was seen at [[Social Victorians/Timeline/1893#13 May 1893, Saturday|exhibitions of art and furniture for sale by Christie's and on display by Lord Clifden]]. '''1893 July 13, Thursday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1893#The Countess of Listowel's Garden Party|Countess of Listowel's Garden Party]] [[Social Victorians/Timeline/1893#The Countess of Listowel's Garden Party|at her residence, Kingston House, Princes-gate]], accompanied by Miss Adeane. '''1893 July 14, Friday''', Gwendolen Bourke attended [[Social Victorians/Sandown Races 1893-07-14|the races at Sandown]] wearing a dark-blue-and-white outfit and black hat that got described in the newspaper. '''1893 August 1, Tuesday – August 4, Friday''', Gwendolen Bourke, at least, was at [[Social Victorians/Timeline/1893#1 August 1893, Tuesday – 4 August 1893, Friday|the Goodwood races]], mentioned in the ''Gentlewoman'' for her beauty, although none of the dresses were noted. '''1893 November 4–11, Wednesday–Saturday''', Gwendolen Bourke was at a [[Social Victorians/Timeline/1893#Ralph and Mary Sneyd Hosted a Shooting Party|shooting party at Keele Hall hosted by Ralph and Mary Sneyd]]. '''1893 November 30, Thursday''', with Sir Walter Gilbey the Hon. Algernon Bourke "assisted" in "forming [a] collection" of engravings by George Morland that was exhibited at Messrs. J. and W. Vokins’s, Great Portland-street.<ref>"The George Morland Exhibition at Vokins's." ''Sporting Life'' 30 November 1893, Thursday: 4 [of 4], Col. 4c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000893/18931130/058/0004.</ref> '''1893 December 14, Thursday, afternoon''', Gwendolen Bourke attended the [[Social Victorians/1893-12-14 Wedding Adele Grant and George, 7th Earl of Essex|wedding of American Adele Grant and George, 7th Earl of Essex]] and gave a "pearl and gold box."<ref name=":22">"Wedding of the Earl of Essex." ''Herts Advertiser'' 16 December 1893, Saturday; 8 [of 8], Col. 1a–4b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000415/18931216/125/0008. Print title: ''The Herts Advertiser and St Albans Times'', p. 8.</ref>{{rp|Col. 3c}} Mr. and Mrs. Shelley Bontein also attended, and Mrs. Bontein gave a "green leather bag and purse, with coronet and monogram in gold."<ref name=":22" />{{rp|3b}} '''1894 January 27, Saturday''', Psyche in "The Social Peepshow" in the ''Gentlewoman'' reported on a [[Social Victorians/Timeline/1894#27 January 1894, Saturday|ball hosted by Lord and Lady Dunraven at Adare Manor]] that Gwendolen Bourke attended. '''1894 January 31, Wednesday''', Algernon and Gwendolen Bourke, who was dressed more stylishly than most, attended the [[Social Victorians/Timeline/1894#Also 31 January 1894, Wednesday|Kildare Hunt Ball]] hosted by Dermot, [[Social Victorians/People/Mayo|Earl of Mayo]] and Geraldine, Countess of Mayo. '''1894 February 24, Saturday''', ''The Field'' reported on a series of tennis matches; Algernon Bourke attended the one played at the Prince's Club.<ref>"Tennis." ''Field'' 24 February 1894, Saturday: 39 [of 72], Col. 1c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002446/18940224/349/0039. Print title ''The Field, The Country Gentleman's Newspaper'', p. 249.</ref> '''1894 March 31, Saturday''', Psyche, in the "Social Peepshow" column in the ''Gentlewoman'', says that "Mr. Algernon Bourke has still further embellished Willis's restaurant hard by [the St. James's Theatre], by the addition of some valuable old tapestry that lately came to the hammer at Christie's."<ref>Psyche. "The Social Peepshow." ''Gentlewoman'' 31 March 1894, Saturday: 16 [of 56], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18940331/081/0016. Same print title, p. 408.</ref> '''1894 April 13, Friday''', Gwendolen Bourke set sail on the [[Social Victorians/Timeline/1894#P. and O. Line S.S. Rome for Gibraltar|P. and O. Line ''S.S. Rome'' for Gibraltar]] along with her stepfather, Mr. Shelley Bontein, and her brother, Mr. Sloane Stanley. '''31 May 1894, Thursday''', the Hon. Algernon and Mrs. Bourke attended the [[Social Victorians/Timeline/1894#Reception at Devonshire House|Duchess of Devonshire's reception at Devonshire House]].<p> '''1894 June 18, Monday''', the London ''Echo'' reported that Algernon Bourke was [[Social Victorians/London Clubs#Brooks'|writing a history of Brooks' Club]].<p> '''1894 June 20, Wednesday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1894#Princess Louise, Marchioness of Lorne Opened the Annual Sale of the Scottish Home Industries|Annual Sale of the Scottish Home Industries]]; her outfit was described in the article in ''Lady's Pictorial''. '''1894 August 2, Thursday''', the column "Overheard by the Little Bird" says, "At Willis' [restaurant] — 'What a smart cotillon Mr. and Mrs. Algernon Bourke gave on Thursday evening."<ref>Bird, The Little. "Overheard by the Little Bird." ''Gentlewoman'' 04 August 1894, Saturday: 30 [of 56], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18940804/148/0030. Print title same, p. 144.</ref> Willis's Restaurant, King-street, St. James's, was a restaurant Algernon Bourke opened in 1893.<p> '''1894 September 7, Saturday''', Algernon and Gwendolen Bourke were at a [[Social Victorians/Timeline/1894#7 September 1894, Saturday|shooting party at Witley]], which had been loaned to one of his brothers by William Ward, 2nd Earl of Dudley.<p> '''1894 October 22, Thursday''', Algernon and Gwendolen Bourke attended the [[Social Victorians/Timeline/1894#Wedding of Lord Connemara and Mrs. Coleman|luncheon after the wedding of Lord Connemara and Mrs. Coleman]]. '''1894 November 3, Saturday''', Psyche, in "The Social Peepshow" for the Gentlewoman, reported that Gwendolen Bourke had been [[Social Victorians/Timeline/1894#3 November 1894, Saturday|seen shopping in London]]. '''1895 January 5, Saturday, 2:00 p.m.''', Algernon and Gwendolen Bourke gave an old mother-of-pearl workbox to [[Wolverton-Ward Wedding 1895-01-05|Lady Edith Ward for her wedding to Frederick Glyn, Lord Wolverton]] and presumably attended the wedding and reception afterwards.<p> '''1895 February 23, Saturday''', the Hon. Algernon Bourke attended the [[Social Victorians/Timeline/1895#23 February 1895, Saturday|fashionable wedding of Laurence Currie and Edith Sibyl Mary Finch]]. Gwendolen Bourke is not listed as having attended, but she is not noted as absent, either. Daphne Bourke was born on 5 April 1895, probably explaining Gwendolen's absence. '''1895 March 24, Sunday – 30 March, Saturday''', Algernon Bourke was [[Social Victorians/Timeline/1895#24, Sunday – 30 March 1895, Saturday|enjoying the sunny weather in Brighton]]. '''1895 April 27, Saturday''', Algernon Bourke attended the [[Social Victorians/Timeline/1895#1895 April 27, Saturday|wedding of Norah Bourke and Henry E. A. Lindsay]]. Again, Gwendolen Bourke is not listed as having attended. Daphne Bourke was born on 5 April 1895, and Psyche, writing the "Social Peepshow" column in the Gentlewoman, says,<blockquote> I regret to hear of the serious illness of Mrs. Algernon Bourke, whose first child was born a fortnight ago. It is feared that the attack is of the nature of typhoid, but happily the patient's strength keeps up. Mrs. Bourke is at her mother's house in Clarges-street.<ref>Psyche. "The Social Peepshow." ''Gentlewoman'' 27 April 1895, Saturday: 28 [of 84], Col. 2c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18950427/147/0028. Same print title, p. 506.</ref></blockquote> '''1895 July 13, Saturday''', Algernon Bourke donated 10s. to the ''Daily Telegraph'' National Shilling Testimonial to W. G. Grace.<ref>"''Daily Telegraph'' National Shilling Testimonial to W. G. Grace." ''Daily Telegraph & Courier'' (London) 13 July 1895, Saturday: 7 [of 12], Col. 7a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001112/18950713/079/0007. Print: ''Daily Telegraph'', p. 7.</ref> '''1895 August 24, Saturday''', "Marmaduke" in the ''Graphic'' says that Algernon Bourke "opened a cyclists' club in Chelsea."<ref>"Marmaduke." "Court and Club." The ''Graphic'' 24 August 1895, Saturday: 11 [of 32], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/9000057/18950824/017/0011. Print p. 223.</ref> '''1895 October''', the Hon. Algernon Bourke [[Social Victorians/Timeline/1900s#24 October 1902, Friday|opened the Prince's ice-skating rink for the]] season.if the newspapers were right that 1902 was the 7th season. He also was planning a bicycling club for Kensington Gardens to open the following season.<ref>Mackenzie, Ethel Morell (Miss). "Pins and Needles." ''Hull Daily News'' 12 October 1895, Saturday: 24 [of 40], Col. 1a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003443/18951012/024/0024. Print title: ''Hull News Supplement'', p. 1[6? 8?].</ref> '''1895 October 7, Monday''', the Hon. Algernon and Mrs. Bourke attended the [[Social Victorians/Timeline/1895#Adeane-Cator Wedding|Maud Adeane–John Cator wedding]]. '''1895 December 11, Wednesday''', Gwendolen and Algernon Bourke attended a [[Social Victorians/Timeline/1895#Sneyd Party to Meet the Duke of Coburg|shooting party at the Sneyds' to meet the Duke of Coburg]]. '''1895 December 18, Wednesday''', Algernon and Gwendolen Bourke attended the [[Social Victorians/Timeline/1895#Wedding of Lady Albreda Fitzwilliam and the Hon. Charles Bourke|wedding of Lady Albreda Fitzwilliam and the Hon. Charles Bourke]]. Their gift is not noted in the newspaper account. '''1896 March 17, Tuesday''', Algernon Bourke attended the [[Social Victorians/Timeline/1896#17 March 1896, Tuesday|annual dinner of the Cymmrodorion, or the Honourable Society of Cymmrodorion]], a society for Welsh culture and history. '''1896 April 21, Monday''', Mr. and Mrs. A. Bourke sent a gift — a "box for miniature" — for [[Social Victorians/Timeline/1896#Monday, 1896 April 27|the wedding of Lady Angela St. Clair Erskine and James Stewart Forbes]]. '''1896 May 21, Thursday''', the Hon. and Mrs. Algernon Bourke attended [[Social Victorians/Timeline/1896#Mrs. C. H. Wilson's Ball|Mrs. C. H. Wilson's ball in Grosvenor-square, London]]. '''1896 May 26, Tuesday, through 28 May, Thursday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1896#Coming of Age of Mr Sloane Stanley|3-day celebration in honor of the coming of age of her brother, Cyril Sloane Stanley]]. '''1896 June 15, Monday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1896#Dinner and Dance Hosted by the Countess of Huntingdon|dance hosted by the Earl and Countess of Huntingdon]] after their dinner party. '''1896 July 13, Monday''', Algernon Bourke (listed among the "Honourables") and Mrs. A. Bourke (Listed among the "Honourable Ladies") were invited to the [[Social Victorians/Timeline/1896#Queen's Garden Party at Buckingham Palace|Queen's Garden Party at Buckingham Palace]]. '''1896 June 29, Monday''', the Hon. Mrs. Algernon Bourke attended the [[Social Victorians/Cadogan-Scott Wedding 1896-06-29|wedding and reception of Lady Sophie Cadogan and Sir Samuel Scott]]. Algernon Bourke published a letter to the editor of the ''Daily Telegraph'' about White's Club — and thus Bourke's — "[[Social Victorians/London Clubs#Summer Club|Summer Club]]" in Kensington Park, the subject of a little controversy. '''1896 July 21, Tuesday''', the Hon. Algernon and Mrs. Bourke attended a [[Social Victorians/Timeline/1896#Dinner Hosted by Sir Horace and Lady Farquhar|dinner hosted by Sir Horace and Lady Farquhar in Grosvenor-square]]. '''1896 August 5, Wednesday''', Algernon and Gwendolen Bourke attended at the [[Social Victorians/Timeline/1896#5 August 1896|wedding of the Hon. Terence Bourke and Miss Eveline Haines]] and gave the bride an "enamel muff chain."<p> '''1896 August 10, Monday''', the Morning Leader reported that the Hon. Algernon Bourke, for the Foreign Office, received Li Hung Chang at St. Paul's:<blockquote>At St. Paul's Li Hung was received by Field-Marshal Simmons, Colonel Lane, the Hon. Algernon Bourke, of the Foreign Office (who made the necessary arrangements for the visit) and Canon Newbolt, on behalf of the Dean and Chapter. A crowd greeted Li with a cheer as he drove up in Lord Lonsdale’s striking equipage, and his Excellency was carried up the steps in an invalid chair by two stalwart constables. He walked through the centre door with his suite, and was immediately conducted by Canon Newbolt to General Gordon’s tomb in the north aisle, where a detachment of boys from the Gordon Home received him as a guard of honor. Li inspected the monument with marked interest, and drew the attention of his suite to the remarkable likeness to the dead hero. He laid a handsome wreath of royal purple asters, lilies, maidenhair fern, and laurel, tied with a broad band of purple silk, on the tomb. The visit was not one of inspection of the building, but on passing the middle aisle the interpreter called the attention of His Excellency to the exquisite architecture and decoration of the chancel. Li shook hands in hearty English fashion with Canon Newbolt and the other gentlemen who had received him, and, assisted by his two sons, walked down the steps to his carriage. He returned with his suite to Carlton House-terrace by way of St. Paul’s Churchyard, Cannon-st., Queen Victoria-st., and the Embankment.<ref>"At St. Paul's." ''Morning Leader'' 10 August 1896, Monday: 7 [of 12], Col. 2b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004833/18960810/134/0007. Print p. 7.</ref></blockquote> '''1896 August 19, Wednesday''', the ''Edinburgh Evening News'' reported on the catering that White's Club and Mr Algernon Bourke arranged for the visiting Li Hung Chang:<blockquote>It is probably not generally known (says the "Chef") that Mr Algernon Bourke, manager of White's Club, London, has undertaken to the whole of the catering for our illustrious visitor front the Flowery Land. Li Hung Chang has five native cooks in his retinue, and the greatest good fellowship exists between them and their English ''confreres'', although considerable difficulty is experienced in conversation in understanding one another's meaning. There are between 40 and and 50 to cater for daily, besides a staff about 30; that Mr Lemaire finds his time fully occupied. The dishes for his Excellency are varied and miscellaneous, and from 14 to 20 courses are served at each meal. The bills of fare contain such items as bird's-nest soup, pigs' kidneys stewed in cream, boiled ducks and green ginger, sharks' fins, shrimps and prawns stewed with leeks and muscatel grapes, fat pork saute with peas and kidney beans. The meal usually winds with fruit and sponge cake, and freshly-picked green tea as liqueur.<ref>"Li Hung Chang's Diet." ''Edinburgh Evening News'' 19 August 1896, Wednesday: 3 [of 4], Col. 8b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000452/18960819/057/0003.</ref></blockquote> '''1896 November 6, Friday''', both Algernon and Gwendolen Bourke were on the committee for the [[Social Victorians/London Clubs#Prince's Skating Club|Prince's Club ice-skating rink]], which [[Social Victorians/Timeline/1896#Opening of the Prince's Club Skating Rink|opened on this day]]. '''1896 November 22, week of''', Mrs. Algernon Bourke was part of a [[Social Victorians/Timeline/1896#Shooting Party at the Charles Wilsons' Warter Priory, Yorkshire|shooting party at the Charles Wilsons' Warter Priory, Yorkshire]].<p> '''1896 November 25, Wednesday''', Mr. and Mrs. Algernon Bouke attended [[Social Victorians/Timeline/1896#Lord and Lady Burton Hosted a Party for Derby Day|Lord and Lady Burton's party for Derby Day]].<p> '''1896 December 4, Friday''', the Orleans Club at Brighton was robbed:<blockquote>The old building of the Orleans Club at Brighton, which opens its new club house at 33, Brunswick-terrace to-day, was the scene of a very ingenious burglary during the small hours of yesterday morning. The greater portion of the club property had already been removed to the new premises, but Mr Algernon Bourke, his private secretary, and some of the officials of the club, still occupied bed-rooms at the house in the King’s-road. The corner shop of the street front is occupied by Mr. Marx, a jeweller in a large way of business, and upon his manager arriving at nine o'clock he discovered that the place had been entered through hole in the ceiling, and a great part of a very valuable stock of jewelry extracted. An examination of the morning rooms of the club, which runs over Mr. Marx's establishment reveal a singularly neat specimen of the burglar's art. A piece of the flooring about 15in square had been removed by a series of holes bored side by side with a centre-bit, at a spot where access to the lofty shop was rendered easy by a tall showcase which stood convemently near. A massive iron girder had been avoided by a quarter of an inch, and this circumstance and the general finish of the operation point to an artist in his profession, who had acquired an intimate knowledge of the premises. The club doors were all found locked yesterday morning, and the means of egress adopted by the thief are at present a mystery.<ref>"Burglary at Brighton." ''Daily Telegraph & Courier'' (London) 05 December 1896, Saturday: 5 [of 12], Col. 7a [of 7]. British Newspaper Archive https://www.britishnewspaperarchive.co.uk/viewer/bl/0001112/18961205/090/0005. Print title: ''Daily Telegraph''; p. 5.</ref></blockquote> '''1896 December 10, Thursday''', Gwendolen Bourke was present to help staff a stall at the [[Social Victorians/Timeline/1896#10 December 1896, Thursday|Irish Industries Exhibition and Sale, Brighton]]. '''1896 December 31, Thursday''', Gwendolen Bourke hosted a New Year's Eve dance:<blockquote>Mrs. Algernon Bourke gave a highly satisfactory and enjoyable dance on Thursday night, when the old year was danced out and the new one danced in. Most of the silver gilters at present in to len were to the fore.<ref>"The Man about Town." ''Sporting Gazette'' 02 January 1897, Saturday: 7 [of 34], Col. 3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002525/18970102/041/0007. Print title ''The County Gentleman'', p. 7.</ref></blockquote> '''1897 January 9, Saturday''', Psyche in "The Social Peepshow" says that Algernon Bourke's "cheerful countenance was quite in keeping with the [Christmas] season," seen in London.<ref>Psyche. "The Social Peepshow." ''Gentlewoman'' 9 January 1897, Saturday: 22 [of 56], Col. 2a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970109/097/0022. Same print title, p. 40.</ref> '''1897 January 13, Wednesday – 18, Monday''', Algernon and Gwendolen Bourke were guests of the [[Social Victorians/Timeline/1897#The Warwickshire Hunt Club Ball|house party associated with the Warwickshire Hunt Ball]] at [[Social Victorians/People/Warwick|Warwick Castle]]. '''1897 January 30, Saturday''', Gwendolen Bourke was reported to have been out shopping in London: "Another charming figure was that of Mrs. Algernon Bourke all in chinchilla, with something of pale blue in a smart toque."<ref>Psyche. "The Social Peepshow." ''Gentlewoman'' 30 January 1897, Saturday: 20 [of 59]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970130/107/0020. Same print title, p. 134.</ref> '''1897 May 31, Monday''', Hon. Algernon and Mrs. Bourke were present at a [[Social Victorians/Timeline/1897#House Party at Warwick Castle|House Party at Warwick Castle]] hosted by the Earl and Countess of Warwick. '''1897 June 2, Wednesday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1897#Reception at the Foreign Office|reception at the Foreign Office]]. '''1897 June 12, Saturday''', the ''Gentlewoman'' reported on Gwendolen Bourke's dress and hat at the [[Social Victorians/Timeline/1897#The Duchess of Albany's Bazaar at the Imperial Institute|Duchess of Albany's Bazaar at the Imperial Institute]]. '''1897 June 19, Saturday''', Psyche in "The Social Peepshow" column in the ''Gentlewoman'' writes that Gwendolen Bourke was seen driving in London, "in blue, ... looking as usual very handsome."<ref>Psyche. "The Social Peepshow." ''Gentlewoman'' 19 June 1897, Saturday: 28 [of 108], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970619/159/0028. Same print title, p. 848.</ref> '''1897 June 28, Monday''', Algernon and Gwendolen Bourke were invited to the [[Social Victorians/Diamond Jubilee Garden Party|Garden Party at Buckingham Palace]], the final official event of the London Diamond Jubilee celebrations. Members of the family of the [[Social Victorians/People/Mayo|Earl of Mayo]] were also among the 5,000–6,000 people invited. '''1897 July 2, Friday''', the Hon. A. and Mrs. A. Bourke and Mr. and Mrs. Bourke attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House. '''1897 July 8, Thursday, 11:00 p.m.''', Hon. Algernon and Gwendolen Bourke were present at [[Social Victorians/Timeline/1890#Queen's State Ball at Buckingham Palace|the Queen's State Ball at Buckingham Palace]]. The dancing commenced shortly after 11:00 p.m. '''1897 July 11–16, week of''', a dog of Gwendolen Bourke's won a prize at the [[Social Victorians/Timeline/1897#The Ladies' Kennel Association show in the Royal Botanic Gardens in Regent's Park|Ladies' Kennel Association show in the Royal Botanic Gardens in Regent's Park]]. '''1897 July 23, Friday''', both the Hon. Algernon Bourke and Gwendolen Bourke attended the [[Social Victorians/Timeline/1897#Bourke-Curzon Cricket Match at the Queen's Club|Bourke-Curzon cricket match at the Queen's Club]], which Algernon Bourke's team lost. '''1897 July 23 — or July 30, Friday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1897#Lady Burton's party at Chesterfield House|Lady Burton's party at Chesterfield House]]. <blockquote>Far the prettiest women in the room were Lady Henry Bentinck (who looked perfectly lovely in pale yellow, with a Iong blue sash; and Mrs. Algernon Bourke, who was as smart as possible in pink, with pink and white ruchings on her sleeves and a tall pink feather in her hair.<ref>"Lady Burton's Party at Chesterfield House." ''Belper & Alfreton Chronicle'' 30 July 1897, Friday: 7 [of 8], Col. 1c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004151/18970730/162/0007. Print title: ''Belper and Alfreton Chronicle''; n.p.</ref></blockquote> '''1897 August 2, Monday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1897#Warwick House Party for the Easton Lodge Cricket Week Games|Earl and Countess of Warwick's house party for Easton Lodge cricket week]]. '''1897 August 2, Monday''', Mrs. Algernon Bourke was listed as among [[Social Victorians/Timeline/1897#The Most Beautiful Women in England|the most beautiful women in England]] in an article from ''Vanity Fair'' that was reprinted elsewhere. '''1897 September 25, Saturday''', according to the ''Pall Mall Gazette'',<blockquote>The [[Social Victorians/People/Mayo|Dowager-Countess of Mayo]] is staying with her son, the Hon. Algernon Bourke, at Bramnber, near Brighton.<ref>"Pall Mall Gazette Office." ''Pall Mall Gazette'' 25 September 1897, Saturday: 8 [of 10], Col. 2c [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18970925/023/0008. Same print title and p.</ref></blockquote>'''1897 October 2, Saturday''', "Yenatrix" in "Kennel Column" in the ''Gentlewoman'' reported that Gwendolen Bourke had joined the Ladies' Kennel Association.<ref>Yenatrix. "Kennel Column." ''Gentlewoman'' 02 October 1897, Saturday: 39 [of 61], Col. 2a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18971002/182/0039. Same print title, p. 434.</ref> '''1897 October 9, Saturday''', Algernon and Gwendolen Bourke were at [[Social Victorians/Timeline/1897#Harrogate|Harrogate, presumably taking the waters and baths]]. Lady May was on her way to visit Algernon Bourke in Brighton:<blockquote>The Earl of Mayo is expected to return from Sweden on Saturday next. Lady Mayo leaves Bournemouth on Sarurday for Brighton, where she will pay a two days' visit to her brother-in-law, the [[Social Victorians/People/Bourke|Hon. Algernon Bourke]]. The Earl and Countess will then return to Palmerstown, their seat in County Kildare.<ref>"Pall Mall Gazette Office." ''Pall Mall Gazette'' 7 October 1897, Thursday: 8 [of 12], Col. 3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18971007/022/0008. Same print title and p.</ref></blockquote><p> '''1897 October 30, Saturday''', ''Black and White'' published '''J.P.B.'''<nowiki/>'s "The Case of Mrs. Elliott,"<ref name=":13">J.P.B. "The Case of Mrs. Elliott." ''Black & White'' 30 October 1897, Saturday: 12 [of 34], Cols. 1a–2b [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004617/18971030/036/0012. Print title ''Black and White'', p. 542.</ref> an odd short short story in which the Honourable Algernon Bourke Herriott is "rude to Mrs. Elliott,"<ref name=":13" />{{rp|Col. 2b}} presumably having proposed sexual relations while her husband is out. J.P.B. links to the biographical Algernon Bourke's career in the stock market in the description of Mrs. Christine Elliott not even simulating interest in her husband's bicycling: "a soul is a grievous burthen for a stockbroker's wife,"<ref name=":13" />{{rp|Col. 2a}} suggesting that Mr. Elliott rather than Algernon Bourke Herriott is the stockbroker. The Hon. Algy<blockquote>was a senior member of several junior clubs. A woman had dubbed him once "a rip with a taste for verses." The description was severe, but not unwarranted. His was a pretty pagan sensualism, though, singing from a wine palate to Church music. For the rest, he had just imagination enough to despise mediocrity.<ref name=":13" />{{rp|Col. 2a}}</blockquote> '''1897 November 25–26, Thursday–Friday''', Gwendolen Bourke was in Brighton, helping the Countess of Mayo at the [[Social Victorians/Timeline/1897#The Irish Industries' Association Annual Exhibition|bazaar of the Irish Industries' Association]]. '''1897 December 7, Tuesday''', Algernon Bourke attended the [[Social Victorians/Timeline/1897#7 December 1897, Tuesday|7th annual dinner for the Actors' Benevolent Fund]]. '''1897 December 30''', Algernon and Gwendolen Bourke attended a [[Social Victorians/Timeline/1897#Blenheim Palace Party with Amateur Theatricals|party at Blenheim Palace in which people performed tableaux vivants]] that got reported on, many of whom wearing the costumes from the Duchess of Devonshire's ball. The ''Irish Independent'' said Algernon Bourke was "mainly responsible for the living pictures."<ref>"Mr Algernon Bourke ...." ''Irish Independent'' 05 January 1898, Wednesday: 6 [of 8], Col. 2c [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001985/18980105/115/0006.</ref> '''1898''', Algernon Bourke called a meeting at White's Club about attempting to [[Social Victorians/Timeline/1900s#The Thames Salmon Experiment|restock the Thames with salmon]]. In 1899 he was on a [[Social Victorians/People/Bourke#Committees|committee led by the Lord Mayor about this topic]] as well. '''1898 February 3, Thursday''', Algernon Bourke was among [[Social Victorians/Timeline/1898#The Dundee Evening Telegraph Report on People at Monte Carlo|those visiting Monte Carlo according to the Dundee ''Evening Telegraph'']]. '''1898 March 12, Saturday''', ''The World'' reported on Algernon Bourke's upgrading of the Orleans Club at Brighton:<blockquote> The Orleans Club at Brighton is flourishing exceedingly, and the new buildings which Mr. Algernon Bourke has just had erected at the back of the comfortable mansion at the corner of Lansdowne-place now provide all that was wanting to make the present habitat of the club all that its members desire. The new billiard-room is rapidly approaching completion, and the coffee-room, excellent and spacious now, was open on Saturday night, when every table was occupied by club diners and their guests, all of whom were enthusiastic over the excellence of this latest addition to the comfort of the house. All interested may be congratulated on what is practically new lease of life to the Orleans Club, than which there is no more comfortable place stay within the four seas.<ref>"From '''The World''.'" ''East & South Devon Advertiser'' 12 March 1898, Saturday: 6 pop 8], Col. 2b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001639/18980312/132/0006. Print title ''The East and South Devon Advertiser'', n.p.</ref></blockquote> '''1898 March 30, Wednesday''', Algernon Bourke was charged with assaulting a Mr. Potter, but it is not clear from this account what exactly happened:<blockquote>The Hon. Algernon H. Bourke, of Bramber, was summoned, at the instance of Mr. Walter John Potter, clerk to Mr. G. A. Flowers, solicitor, of Steyning, for assault, on the 30th March. — Mr. J. Edward Dell supported the case, and Mr. J. C. Buckwell defended, and pleaded not guilty. — The evidence was to the effect that Mr. Potter had occasion go to defendant's house on Wednesday last to serve a writ. He was going to drop the letter into [Col. 5c–6a] defendant's pocket when he turned and struck him a violent blow on the chest, making witness stagger backwards. Witness put up his hands to keep his balance, and defendant then struck him violently across the head with a weeding spud. — Richard Reed, who was at work for Mr. Bourke on the date named, and was working in garden at the time of the alleged assault, gave corroborative evidence. — Defendant, in the witness box, made a similar statement. — The magistrates differed as to whether the assault was committed, and dismissed the case.<ref>"Steyning." ''Sussex Express'' 9 April 1898, Saturday: 2 [of 12], Col. 5c–6a. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000654/18980409/036/0002. Print: ''The Sussex Express, Surrey Standard, Weald of the Kent Mail, Hants and County Advertiser'', p. 2.</ref></blockquote>'''1898 April 12, Tuesday''', Algernon Bourke was among [[Social Victorians/Timeline/1898#1898 April 12, Tuesday|those visiting Monte Carlo according to the ''Gentlewoman'']]. '''1898 May 25, Wednesday''', Gwendolen Bourke wore pink to [[Social Victorians/1898-05-25 Savoy Dinner Dance Hwfa|Mrs. Hwfa Williams' dinner-dance at the Savoy]]. '''1898 June 7, Tuesday''', the Hon. Algernon and Mrs. A. Bourke were invited to and probably attended the [[Social Victorians/Timeline/1898#7 June 1898, Tuesday|State Ball at Buckingham Palace hosted by the Prince and Princess of Wales]]. '''1898 July 4, Thursday afternoon''', the Hon. Algernon and Mrs. Bourke were invited to and probably attended the [[Social Victorians/Timeline/1898#Garden Party at Marlborough House|Garden Party at Marlborough House given to the Queen and Shah of Persia]]. '''1898 October 29, Saturday''', Algernon Bourke attended a [[Social Victorians/Timeline/1898#Tennis Championship Game at Prince's Club, Knightsbridge|tennis match at Prince's Club, Knightsbridge]]. '''1898 November 22, Tuesday''', Algernon Bourke was present at a [[Social Victorians/Timeline/1898#Shooting Party Hosted by William James|shooting party hosted by Mr. William James]]. '''1898 December 3, Saturday''', Hon. Algernon and Mrs. A. Bourke attended the [[Social Victorians/Timeline/1898#The Funeral of Lady Connemara|funeral of Lady Connemara in Christ Church]], Down street, Piccadilly.<p> '''1899 January 10, Tuesday''', the Brighton Championship Dog Show opened:<blockquote>Princess of Wales a Winner at the Ladies’ Kennel Club Show. [Exclusive to "The Leader.") The Brighton Championship Dog Show opened in the Dome and Corn Exchange yesterday, and was very well patronised by visitors and exhibitors. Among the latter was H.R.H. the Princess of Wales, who did very well; and others included Princess Sophie Duleep Singh, Countess De Grey, Sir Edgar Boehm, the Hon Mrs. Algernon Bourke, Lady Cathcart, Lady Reid, Mr. Shirley (chairman of the Kennel Club), and the Rev. Hans Hamiiton (president of the Kennel Club). The entry of bloodhounds is one of the best seen for some time; the Great Danes are another strong lot; deerhounds are a fine entry, all good dogs, and most of the best kennels represented; borzois are another very stylish lot. The bigger dogs are, as usual, in the Corn Exchange and the "toy" dogs in the Dome. To everyone's satsfaction the Princess of Wales carried off two first prizes with Alex in the borzois class.<ref>"Dogs at Brighton." ''Morning Leader'' 11 January 1899, Wednesday: 8 [of 12], Col. 3b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004833/18990111/142/0008. Print p. 8.</ref></blockquote> '''1899 January 11, Wednesday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1899#11 January 1899, Wednesday|a luncheon at Stanfield-hall, home of Mr. and Mrs. Basil Montogomery, for Princess Henry of Battenberg]], that also included the Countess of Dudley (sister of Mrs. Montgomery), General Oliphant, and the Mayor and Mayoress of Romsey. '''1899 January 17–18, Tuesday and Wednesday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1899#Ladies' Kennel Association in Brighton|Ladies' Kennel Association in Brighton]], where she showed an Italian greyhound named Brenda. '''1899 February 7, Tuesday''', Gwendolen Bourke was a member of the very high-ranking committee organizing the [[Social Victorians/Timeline/1899#Gordon Memorial College Ball|Gordon Memorial College Ball at the Hotel Cecil on 7 February 1899]]. The committee had been planning for the ball, of course, for at least 3 weeks before. '''1899 February 22, Wednesday – April''', Gwendolen Bourke was part of [[Social Victorians/Timeline/1899#Society in St. Moritz|Society in St. Moritz]]. 1899 March 29, Wednesday, the ''Dundee Advertiser'' says that [[Social Victorians/Timeline/1899#29 March 1899, Wednesday|Cyril Sloane-Stanley was spending part of the winter in St. Moritz]] with his sister Gwendolen Bourke. '''1899 April 7, Friday, probably''', oddly, Algernon and Gwendolen Bourke are not reported to have attended the [[Social Victorians/Timeline/1899#Funeral of the Hon. Charles Bourke, C.B.|Funeral of the Hon. Charles Bourke, C.B.]] or even to have sent flowers. '''1899 April 8, Saturday''', the ''Gentlewoman'' reported that Gwendolen Bourke had gone to [[Social Victorians/Timeline/1899#8 April 1899, Saturday|St. Moritz with her brother, Mr. Stanley, who had gotten engaged to Lady Cairns]]. '''1899 April 26, Wednesday''', according to "Local and District News" for Totton, Gwendolen Bourke was "ill with influenza in Paris, and Mrs. Shelley Bontein, her mother, has gone out to nurse her."<ref>"Local and District News. Totton." ''Hampshire Advertiser'' 26 April 1899, Wednesday: 4 [of 4], Col. 2b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000495/18990426/037/0004. Print title ''Hampshire Advertiser County Newspaper'', p. 4.</ref> '''1899 June 1, Thursday, or 2, Friday''', the Hon. Algernon and Gwendolen Bourke attended the [[Social Victorians/Timeline/1899#Wedding of Roger Cyril Sloane Stanley and Olivia, Countess Cairns|wedding of her brother, Sloane Stanley and Olivia Countess Cairns]] at Holy Trinity Church, Brompton. '''1899 June 8, Thursday''', Algernon Bourke's money troubles:<blockquote>The Hon. Algernon Bourke, son of the Earl of Mayo, has been appearing before the official receivers in connection with a winding-up order made against Willis’ Restaurant, Limited. The companyf [sic] was formed to acquire the well known restaurant from the Hon. H. A. Bourke. The chairman reminded the creditors that on the last occasion the meeting was adjourned because Mr. Bourke said he thought he would be able in the course of a fortnight to obtain an offer for a sum sufficient to satisfy the creditors and debenture holders. He had received a letter from Mr. Bourke to the effect that he had been unable to complete arrangements. Having looked into the affairs of the company more closely, it appeared to him that Mr. Bourke was legally liable to repay the sum of £5,000 which was advanced to White's Club, and the question would arise whether Mr. Bourke was not also liable to repay the sum of £4,000.<ref>"Mr. Bourke Must Pay." ''Irish Independent'' 8 June 1899, Thursday: 4 [of 8], Col. 8c [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001985/18990608/118/0004. Print title: ''The Irish Weekly Independent'', p. 4.</ref></blockquote>'''1899 July 1, Saturday''', Algernon Bourke attended a [[Social Victorians/Timeline/1899#1 July 1899, Saturday|meeting in London at the Duke of Westminster's Grosvenor House]] about preserving Killarney as part of the National Trust and seems to have been acting for someone who wanted to purchase the Muckross Estate. '''1899 July 5, Wednesday''', Gwendolen Bourke attended a [[Social Victorians/Timeline/1899#Dinner and Dance at Devonshire House|dance at Devonshire House hosted by the Duke and Duchess of Devonshire]]. '''1899 July 6, Thursday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1899#Joan Wilson and Guy Fairfax's Wedding|wedding of Joan Wilson and Guy Fairfax in St. Mark's, near Grosvenor Square]]. '''1899 July 14, Friday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1899#14 July 1899, Friday|Ernest Beckett's dinner party]]. '''1899 July 18, Tuesday''', Gwendolen Bourke attended a [[Social Victorians/Timeline/1899#Ludovici Lecture on Impressionism|lecture on Impressionism by Ludovici hosted by the Countess of Mayo]]. '''1899 July 28, Friday''', [[Social Victorians/London Clubs#White's|White's Club]] was no longer under Algernon Bourke's management and was reconstituting itself after the possibility that it would have to close. '''1889 July 31, Wednesday''', the Hon. Algernon and Mrs. Bourke attended a [[Social Victorians/Timeline/1889#Fete of the Uxbridge Habitation of the Primrose League|Fete of the Uxbridge Habitation of the Primrose League]] at Hillingdon Court and hosted by the Hon. Algernon and Lady Mary Mills. '''1899 September 9, Saturday''', the ''Eastern Morning News'' includes Algernon Bourke ("St. James's-street, London, club proprietor") in a list of men "Receiving Orders," which it is reprinting from the ''London Gazette''.<ref>"Receiving Orders." ''Eastern Morning'' News 9 September 1899, Saturday: 5 [of 8], Col. 3c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001152/18990909/074/0005. Same print title and p.</ref><p> '''1899 October 19, Thursday''', the Hon. Algernon Bourke had a bankruptcy hearing:<blockquote>The public examination of the Hon. Algernon Bourke was held before Mr Registrar Giffard yesterday, at the London Bankruptcy Court. The debtor, described as proprietor of a St. James's-street club, furnished a statement of affairs showing unsecured debts £13,694 and debts fully secured £12,800, with assets which are estimated at £4,489 [?]. He stated, in reply to the Official Receiver, that he was formerly a member of the Stock Exchange, but had nothing to do with the firm of which he was a member during the last ten years. He severed his connection with the firm in May last, and believed he was indebted to them to the extent of £2,000 or £3,000. He repudiated a claim which they now made for £37,300. In 1889 he became proprietor of White's Club, St. James's-street, and carried it on until January 1st last, when he transferred it to a company called Recreations, Limited. One of the objects of the company was to raise money on debentures. The examination was formally adjourned.<ref name=":9" /></blockquote> '''1899 October 20, Friday''', the ''Morning Leader'' mentions Bourke's bankruptcy:<blockquote>Mr. Algernon Bourke, whose bankruptcy is much talked about, has been connected with numerous enterprises in clubland. He raised White's from the slough into which it had sunk after the secession of the Prince of Wales. He started the Willis Restaurant, put fresh life into the Orleans Club at Brighton, arranged a big restaurant for the bicyclists in the time of the bicycle parade, and was concerned at first in the smart and short-lived Trafalgar Bicycle Club. At one time his name spelt success. Latterly his luck has left him. He is a brother of Lord Mayo, a son of the peer who was assassinated at the post of duty, and is one of the best known men about town of the day.<ref>"Club, Stage, and Salon." ''Morning Leader'' 20 October 1899, Friday: 6 [of 12], Col. 5b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004833/18991020/085/0006. Same print title and p.</ref></blockquote>'''1899 November 8, Wednesday''', the Hon. Algernon Bourke's bankruptcy case came up again:<blockquote>At Bankruptcy Court, yesterday, the case the Hon. Algernon Bourke again came on for hearing before Mr. Registrar Giffard, and the examination was concluded. The debtor has at various times been proprietor of White’s Club, St. James’s-street, and the Orleans’ Club, Brighton, and also of Willis's Restaurant, King-street, St. James's. He attributed his failure to losses sustained by the conversion of White’s Club and the Orleans' Club into limited companies, to the payment of excessive Interest on borrowed money, and other causes. The liabilities amount to £26,590, of which £13,694 are stated to be unsecured, and assets £4,409.<ref>"Affairs of the Hon. A. Bourke." ''Globe'' 09 November 1899, Thursday: 2 [of 8], Col. 1c [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001652/18991109/020/0002. Print p. 2.</ref></blockquote> '''1899 December 23, Saturday''', "Mr. Algernon Bourke has departed for a tour in Africa, being at present the guest of his brother in Tunis."<ref>"The Society Pages." ''Walsall Advertiser'' 23 December 1899, Saturday: 7 [of 8], Col. 7b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001028/18991223/143/0007. Print p. 7.</ref> '''1899 December 29, Friday''', Gwendolen Bourke was at the [[Social Victorians/Timeline/1899#Christmas Party Hosted by the Duke and Duchess of Marlborough|Christmas Party Hosted by the Duke and Duchess of Marlborough]].<p> '''1899 December 31''', the San Francisco newspaper ''The Wave'' wrote the following about London society:<blockquote>The most prominent untitled people in London may be said to be Mr. and Mrs. [[Social Victorians/People/Williams|Hwfa Williams]], Mr. and Mrs. [[Social Victorians/People/Grenfell|Willie Grenfell]] and Mr. Algy Bourke. That they are passing rich, goes without saying, and that they entertain lavishly, understood — for to be untitled, prominent and successful, argues wealth, hospitality and cleverness.<ref>"London." The (San Francisco) ''Wave'' 14 January 1899 (Vol. XIX, No. 2): 14. ''The Internet Archive'' https://archive.org/details/wave19unse/page/n20/mode/1up.</ref></blockquote> === 1900s === '''1900 February 15, Thursday''', Daphne Bourke, the four-year-old daughter of the Hon. Algernon and Mrs. Bourke was a bridesmaid in the [[Social Victorians/Wilson Chesterfield Wedding 1900-02-15|wedding of Enid Wilson and the Earl of Chesterfield]].<ref>"London Day by Day." ''Daily Telegraph'' 15 February 1900, Thursday: 8 [of 12], Col. 3b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001112/19000215/175/0008. Name in British Newspaper Archive: ''Daily Telegraph & Courier'' (London). Print p. 8.</ref> Gwendolen Bourke, "who was in grey, wore a chinchilla toque with violets."<ref>"Society. Entertainments, Balls, &c." ''The Queen'' 24 February 1900, Saturday: 40 [of 76], Col. 1a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/19000224/235/0040. Print: ''The Queen, The Lady's Newspaper'', p. 308.</ref> '''1900 March 10, Saturday''', the ''Weekly Irish Times'' reprinted society gossip from ''The World'':<blockquote>Mrs. Algernon Bourke, who has been staying with her husband's uncle, old Connemara, during Mr. Algernon Bourke's absence abroad, has taken a new house near Portman square, and will be settling there before Easter.<ref>"Society Gossip." ''Weekly Irish Times'' 10 March 1900, Saturday: 17 [of 20], Col. 1b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001684/19000310/116/0017. Same print title and p.</ref></blockquote>'''1900 July''' '''17, Tuesday''', Gwendolen Bourke took part in the [[Social Victorians/Timeline/1900s#17 July 1900, Tuesday|Children's Fete in support of the National Society for the Prevention of Cruelty to Children]] on the grounds of the Royal Botanic Society. Daphe was 5 at this time, so it seems logical that she would have been there, too. '''1900 July 30, Monday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1900s#Barber of Seville at Covent Garden|''The Barber of Seville'' at Covent Garden]]. '''1890 August 6, Friday''', "[[Social Victorians/Timeline/1890#Beautiful Women|Beautiful Women]]," an article in ''Vanity Fair'' that was reprinted elsewhere, mentions Gwendolen Bourke ("Lady Algernon Bourke") as one of the most beautiful women in England. '''1900 August 11, Saturday''', Gwendolen Bourke got<blockquote>the pretty little Yorkshire String, an especially tiny mite, weighing only 2¹/₂lb, and carrying a very promising coat, ... at the Aquarium Show.<ref>"The Witchampton Kennel." "Ladies Kennels." ''Ladies' Field'' 11 August 1900, Saturday: 16 [of 60], Col. 2c [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0006043/19000811/043/0016. Print title same, p. 390.</ref></blockquote><p> '''1900 September 16''', the Hon. Algernon Bourke became the heir presumptive to the Earldom of Mayo when his older brother Captain Hon. Sir Maurice Archibald Bourke died.<p> '''1900 October 06, Saturday''', the ''Weekly Irish Times'' says that Mr. Algernon Bourke, now heir presumptive to the earldom of Mayo, "has been for some months lately staying with Mr. Terence Bourke in Morocco."<ref>"Society Gossip." ''Weekly Irish Times'' 06 October 1900, Saturday: 14 [of 20], Col. 3b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001684/19001006/121/0014. Print p. 14.</ref><p> '''1901 May 30, Thursday''', the Hon. Mrs. Algernon Bourke attended the fashionable [[Social Victorians/Timeline/1900s#1901 May 30, Thursday|Ladies' Kennel Association Dog Show at the Botanic Garden]]. '''1901 July 2, Tuesday''', Gwendolen Bourke — "pretty Mrs. Algernon Bourke, in a mauve gown and and purple tulle toque" — attended a children's party at the Botanic Gardens hosted by the Earl and Countess of Kilmorey.<ref>"The Earl of Kilmorey, K.P." ''Gentlewoman'' 13 July 1901: Saturday, 50 [of 84], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19010713/237/0050. Print: title the same, p. 60.</ref> '''1901 July 4, Thursday''', Gwendolen Bourke — dressed "in pale grey, with her pretty little girl," 6-year-old Daphne — attended a [[Social Victorians/Timeline/1900s#The Countess of Yarborough's Children's Party|children's party hosted by the Countess of Yarborough]].<ref>"The Countess of Yarborough ...." ''Gentlewoman'' 13 July 1901, Saturday: 76 [of 84], Col. 2b, 3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19010713/381/0076. Print p. xxxvi.</ref>{{rp|Col. 3a}} '''1901 July 4–6, Thursday–Saturday''', Gwendolen Bourke helped staff the Perthshire stall<ref>"The Great County Sale." ''Gentlewoman'' 29 June 1901, Saturday: 43 [of 72], Col. 3a [of 3]. ''British Newspaper Archive'' [https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19010629/223/0043# https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19010629/223/0043]. Same print title, pp. 679.</ref> at the [[Social Victorians/Timeline/1900s#The Great County Sale|Great County Sale in the Imperial Gardens of the Earl's Court Exhibition]]. '''1901 July 20, Saturday''', the ''Gentlewoman'' published the Hon. Mrs. Algernon Bourke's portrait (identified with "Perthshire") in its 3rd series of "The Great County Sale at Earl's Court. Portraits of Stallholders."<ref>"The Great County Sale at Earl's Court. Portraits of Stallholders." ''Gentlewoman'' 20 July 1901, Saturday: 31 [of 60], Col. 4b [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19010720/141/0031. Print n.p.</ref> Their daughter Daphne appears in the portrait as well. '''1901 July 23, Tuesday''', an "Hon. Mrs. Bourke" was in the [[Social Victorians/Timeline/1900s#Lord and Lady Algernon Gordon Lennox|party "entertained by Lord and Lady Algernon Gordon Lennox]]."<p> '''1901 September 12, Thursday''', Mrs. Gwendolen Bourke wanted her name listed as Mrs. Algernon Bourke in the Electoral Register, apparently a frequent complaint:<blockquote>Mr. Underhill, the Conservative agent, mentioned to the Revising Barrister (Mr. William F. Webster) that the name of the Hon. Mrs. Gwendolen Bourke was on the list in respect of the house, 75, Gloucester-place. The lady had written to him to say that she was the Hon. Mrs. Algernon Bourke and that she wished that name to appear on the register. In reply to the Revising Barrister, Mr. Underhill said that “Algernon” was the name of the lady’s husband. Mr. Cooke, the rate-collector, said that Mrs. Bourke had asked to be addressed Mrs. Algernon Bourke, but that the Town Clerk thought the address was not a correct one. The lady signed her cheques Gwendolen.” Mr. Underhill said the agents frequently had indignant letters from ladies because they were not addressed by their husband’s Christian name. The Revising Barrister — lf a lady gave me the name of Mrs. John Smith I should say I had not got the voter’s name. The name Gwendolen must remain.<ref name=":15">"Ladies’ Names." ''Morning Post'' 12 September 1901, Thursday: 7 [of 10], Col. 3a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/19010912/130/0007. Print p. 7.</ref></blockquote> '''1901 October 26, Friday''', Algernon Bourke was on the Men's Committee of the [[Social Victorians/London Clubs#Prince's Club Ice-skating Rink|Prince's Club Ice-skating Rink]], which had [[Social Victorians/Timeline/1900s#The Prince's Club Ice-skating Rink Opening|its official opening on his day]]. '''1902 January''', Algernon Bourke is mentioned in [[Social Victorians/Schools#"More of My Contemporaries at School."|reminiscences of Eton written by the "Earl of X"]] as being among those in the "world of letters," and whose brother, later the Earl of Mayo, the Earl of X did not like. '''1902 January 25, Saturday''', Mrs. Algernon Bourke gave a box to Lady Helen Stewart-Vane-Tempest in honor of [[Social Victorians/Stewart-Stavordale Wedding 1902-01-25|Lady Helen's wedding to Giles Fox-Strangways, Lord Stavordale]]. '''1902 April 26, Saturday''', Mrs. A. Bourke is listed as being at the Norfolk Hotel in Brighton.<ref>"Guide to Visitors at Hotels and Boarding Houses." ''Brighton Gazette'' 26 April 1902, Saturday: 3 [of 8], Col. 4c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000938/19020426/116/0003. Same print title and p.</ref> '''1902 May, End of''', Gwendolen Bourke attended a [[Social Victorians/Timeline/1900s#End of May 1902|party at Blenheim Palace hosted by the Duke and Duchess of Marlborough]]. '''1902 June 11, Monday''', the Hon. Mrs. Algernon Bourke had a dog entered in the [[Social Victorians/Timeline/1900s#Ladies' Kennel Association Show|Ladies' Kennel Association competitions in the Botanic Gardens]]. '''1902 September 4, Thursday''', the ''Daily Express'' reported that "Mrs. Algernon Bourke is staying with Lord and Lady Alington at Scarborough."<ref>"Onlooker." "My Social Diary." "Where People Are." ''Daily Express'' 04 September 1902, Thursday: 5 [of 8], Col. 1b? [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0004848/19020904/099/0005. Print p. 4, Col. 7b [of 7].</ref> '''1902 September 22, Monday''', Gwendolen Bourke was a guest at the [[Social Victorians/Timeline/1900s#Earl and Countess of Mar and Kellie's House Party|large house party hosted by the Earl and Countess of Mar and Kellie]]. '''1902 October 24, Friday''', the Hon. Algernon Bourke [[Social Victorians/Timeline/1900s#Annual Opening of the Prince's Ice-skating Rink|opened the Prince's ice-skating rink for the season]], which he had been doing since 1895. '''1902 October 25, Saturday''', Algernon Bourke was bequeathed £500 by his uncle [[Social Victorians/People/Mayo|Robert Bourke]], who had died 3 September 1902.<ref>"Will of Lord Connemara." ''Kildare Observer and Eastern Counties Advertiser'' 25 October 1902, Saturday: 2 [of 8], Col. 4b–c [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001870/19021025/037/0002. Print title the ''Kildare Observer'', n.p.</ref><p> '''1902 October 31, Friday''', the [[Social Victorians/Timeline/1900s#Annual Opening of the Prince's Ice-skating Rink|7th opening of the Prince's Skating Club]]. Guendoline Bourke was on the Women's Committee and Algernon Bourke was on the Men's.<p> '''1902 November 8, Friday, beginning, perhaps''', Gwendolen Bourke was part of the [[Social Victorians/Timeline/1900s#8 November 1902, Saturday|Earl and Countess of Warwick's shooting party at Easton Lodge]].<p> '''1902 December 9, Tuesday''', Gwendolen Bourke attended [[Social Victorians/Timeline/1900s#9 December 1902, Tuesday|Lady Eva Wyndham-Quin's "at home," held at the Welch Industrial depot]] for the sale Welsh-made Christmas gifts and cards. Bourke wore "a fur coat and a black picture hat."<ref>"A Lady Correspondent." "Society in London." ''South Wales Daily News'' 11 December 1902, Thursday: 4 [of 8], Col. 5a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000919/19021211/082/0004. Print p. 4.</ref> '''1903 February 6, Friday''', Hon. Mrs A. Bourke was present at a [[Social Victorians/Timeline/1900s#Dinner Party Hosted by Lord Lieutenant of Ireland and the Countess of Dudley|dinner party Hosted by Lord Lieutenant of Ireland and the Countess of Dudley]]. <p> '''1903 February 9, Monday''', Gwendolen Bourke was present at a [[Social Victorians/Timeline/1900s#Dinner Party Hosted by Lord Lieutenant of Ireland and the Countess of Dudley|house party at Dublin Castle hosted by the Lord Lieutenant and Countess of Dudley that began the Viceregal season]]. '''1903 March 17, Tuesday''', Gwendolen Bourke staffed a booth at a [[Social Victorians/Timeline/1900s#1903 March 17, Tuesday|sale of the Irish Industries Association]] on St. Patrick's Day with [[Social Victorians/People/Mayo|Lady Mayo]], [[Social Victorians/People/Dudley|Georgina Lady Dudley]] and [[Social Victorians/People/Beresford|Miss Beresford]]. A number of other aristocratic women were also present at the sale in other booths, including [[Social Victorians/People/Londonderry|Lady Londonderry]] and [[Social Victorians/People/Lucan|Lady Lucan]]. '''1903 June 19, Friday''', Gwendolen Bourke was invited to the [[Social Victorians/Timeline/1900s#Grand Ball in the Waterloo Chamber at Windsor Castle|grand ball at Windsor Castle]], the end of the Ascot-week festivities. '''1903 June 23, Tuesday''', Gwendolen and Daphne Bourke were invited to a [[Social Victorians/Timeline/1900s#1903 June 23, Tuesday|children's party at Buckingham Palace for Prince Eddie's birthday]]. '''1903 July 10, Friday, or so''', Gwendolen Bourke attended a [[Social Victorians/Timeline/1900s#Party Hosted by the Duke and Duchess of Marlborough|party hosted by the Duke and Duchess of Marlborough]]. '''1904 May 17, Tuesday''', Gwendolen Bourke had agreed to let Daphne appear in the tableaux vivants arranged by Sir Philip Burne-Jones for the [[Social Victorians/Timeline/1900s#Countess Cadogan's Great Bazaar|Countess of Cadogan's great bazaar]]. Some mothers had had to decline because of the outbreaks of measles and chicken pox.<p> '''1904 June 30, Thursday''', Gwendolen and Daphne Bourke attended another birthday party for Prince Eddie at Buckingham Palace, and the ''Gentlewoman'' says, "No prettier little girl was to be seen that day than little Miss Daphne Bourke, the daughter of the Hon. Mrs. Algernon Bourke, with her wonderful Irish eyes and colouring, her pretty white frock being relieved with a rose pink sash."<ref>"Prince Eddie's Birthday." ''Gentlewoman'' 02 July 1904, Saturday: 68 [of 92]. Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19040702/360/0068. Print: title the same, p. 42.</ref><p> '''1904 September 15, Thursday''', according to what was at the time called the ''Irish Daily Independent and Nation'', Algernon Bourke was living in Venice and not in the UK at this point:<blockquote>Algernon Bourke, who usually lives in Venice, has spent some time in England during the present summer, and has now gone on a fishing expedition to Sweden, accompanied by his brother, Lord Mayo. Lady Mayo has been staying meanwhile in Ireland, and has had a visit from her mother, Lady Maria Ponsonby, who is a sister of Lend Obventry.<ref name=":10">"Society Notes." ''Irish Independent'' 15 September 1904, Thursday: 4 [of 8], Col. 5b [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001986/19040915/131/0004. Print title: ''Irish Daily Independent and Nation'', p. 4.</ref></blockquote> '''1904 October 22, Saturday''', the ''Gentlewoman'' reported that "Mrs. Algernon Bourke is paying a visit to Venice, which Mr. Bourke has made his headquarters for several years past, as he is connected with some very artistic stone and marble works situated near the Grand Canal."<ref>"The Social Peepshow." ''Gentlewoman'' 22 October 1904, Saturday: 24 [of 6ths 8], Col. 2c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/19041022/112/0024. Print title same, p. 672.</ref> '''1905 February 17, Friday''', the Dundee ''Evening Post'' reported that Algernon Bourke "set up a shop in Venice for the sale of art treasures and old furniture."<ref>"Social News." Dundee ''Evening Post'' 17 February 1905, Friday: 6 [of 6], Col. 7b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000582/19050217/105/0006. Print p. 6.</ref> '''1905 April 26, Wednesday''', Gwendolen Bourke attended the [[Social Victorians/Timeline/1900s#New Forest United Hunt Ball|New Forest United Hunt Ball]], as did her brother Captain R. C. H. Sloane Stanley and his wife Olivia Countess Cairns.<p> '''1905 June 5, Monday''', Algernon Bourke wrote to the ''Times'' from Venice that "The Venetian wits have suggested a motto for Admiral Togo, Togo Tenga Tutto (Togo takes the lot)."<ref>"Mr. Algernon Bourke." ''Hull Daily Mail'' 08 June 1905, Thursday: 2 [of 6], Col. 6a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000324/19050608/008/0002. Print title ''Daily Mail'', p. 6.</ref><p> '''1905, last week of July''', Gwendolen Bourke and daughter Daphne Bourke — who was 10 years old — attended [[Social Victorians/Timeline/1900s#Last week of July, 1905|Lady Cadogan's children's party at Chelsea House]]. Daphne was "One of loveliest little girls present."<ref>"Court and Social News." ''Belfast News-Letter'' 01 August 1905, Tuesday: 7 [of 10], Col. 6b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000038/19050801/157/0007. Print p. 7.</ref><p> '''1906 March 9, Friday''', Gwendolen Bourke was a reference for Mr. Frances Burgess, who taught piano, singing, voice production, organ and music theory. Burgess was "Organist and Choirmaster of St. Columbs', North Kensington, Director of the Plainsong and Medieval Music Society's Choir, etc., etc."<ref name=":21">"Mr. Francis Burgess." ''Kilburn Times'' 9 March 1906, Friday: 3 [of 8], Col. 6b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001813/19060309/086/0003. Print title: ''Kilburn Times Hampstead and North-western Press'', p. 3.</ref><p> '''1906 December 10, Monday''', Gwendolen Bourke was seen in the tea room, possibly with Lady Grosvenor, at [[Social Victorians/Timeline/1900s#1906 December 10, Monday|Lady Dudley's sale of Irish needlework]].<p> '''1907 May''', a "naval signalling incident" [[Social Victorians/Timeline/1887#May 1887|caused the Waterford ''Evening News'' to recall a similar event]] that had occurred 20 years earlier, in which Algernon Bourke, as special correspondent for the ''Times'', publicized [[Social Victorians/People/Beresford|Lord Charles Beresford]]'s use of his ship's signalling capabilities to send a message to his wife about being late for dinner:<blockquote> The naval signalling incident is still in the air. It is expected that the matter will not be threshed out until Emperor William leaves England. A story of a former signalling incident in which [[Social Victorians/People/Beresford|Lord Charles Beresford]] was concerned is going the rounds at the moment.</blockquote> '''1907 August 24, Saturday''', Algernon Bourke was present at [[Social Victorians/Timeline/1900s#Polo Week at Eaton Hall, Duke and Duchess of Westminster|Polo Week at Eaton Hall, hosted by the Duke and Duchess of Westminster]]. '''1908 July 30, Thursday''', Gwendolen Bourke was at [[Social Victorians/Timeline/1900s#Glorious Goodwood. Cup Day and Dresses.|Cup Day at the Goodwood races]], wearing salmon-pink with a matching hat. '''1909 April 20, Tuesday''', Lady Rosemary Cairns — daughter of Olivia Sloan-Stanley, Countess Cairns and Cyril Sloane-Stanley — and Wyndham Portal were [[Social Victorians/Timeline/1900s#20 April 1909, Tuesday|married in St. Margaret's, Westminster]]. Lavender and Diane Sloane-Stanley were bridesmaids.<p> '''1909 May 22, Saturday''', Algernon Bourke appears to have been living in Pisa. A columnist for the ''Queen'' reported on the Royal School of Art Needlework:<blockquote>Lady Leconfield [?] was there, also her sister-in-law, the [[Social Victorians/People/Mayo|Dowager Lady Mayo]], only just back from her winter on the Continent, when she spent most of the time at Pisa, where her son Mr Algernon Bourke has also been staying. The latter is a great connoisseur as regards [art?] notably in what is really good in the way of old Italian sculpture and carving. He and his handsome wife have a place near to Putney, and this winter again Mr Bourke, as the result of his Italian travels, has been sending home such relics of the old Italian palace gardens as as stone and marble carved vases, garden seats, and what-not of the kind — not all for himself and his own gardens by any means, I fancy; but his friends, relying on his knowledge in such matters, get him when abroad to choose for [them?] the adornment of their English terraces and gardens.<ref>"My Social Diary." The ''Queen'' 22 May 1909, Saturday: 31 [of 86], Col. 1b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/19090522/203/0031. Print p. 871.</ref></blockquote>'''1909 September''', the Hon. Algernon Bourke was among the [[Social Victorians/Timeline/1900s#Visitors in Venice from the U.K.|many visitors from "England" in Venice]] in September. === 1910s === '''1910 April 20, Wednesday''', the ''Tatler'' printed an "open letter" to Geraldine, Countess of Mayo, as part of its "The Searchlight in Society" series and mentioned Algernon Bourke, saying he had been keeping "a curiosity shop at Venice":<blockquote>The Bourkes have brains, and a good example is afforded by Mr. Algernon Bourke, next brother to Lord Mayo and heir-presumptive to the title. He is a good-looking man who used to be known as Buttons Bourke, and he married well, as his wife was the rich and pretty Miss Guendolen Sloane Stanley. He may be described as a "Jack of all trades," but it is not I who will say that he is a master of none. He was once in the Stock Exchange, then he took White's Club in hand and restored it to much of its former prestige. After that he dabbled in smart hotels and restaurants, and the last thing I heard of him was that he kept a curiosity shop at Venice.<ref>Candida. "The Searchlight in Society. Our Open Letter. No. CII. The Countess of Mayo." The ''Tatler'' 20 April 1910, Wednesday: 18 [of 42], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001852/19100420/023/0018. Print title same, p. 72.</ref></blockquote> '''1911 November 21, Tuesday''', Gwendolen Bourke assisted the [[Social Victorians/Timeline/1910s#21 November 1911, Tuesday|Duchess of Marlborough at her at-home]] that included a sale of work by the wives of prisoners.<p> '''1912 September 27, Friday''', Gwendolen and Daphne Bourke were visiting Mr. and Mrs. Shelley Bontein, her mother and stepfather.<ref>"From 'The World.'" ''Berks and Oxon Advertiser'' 27 September 1912, Friday: 2 [of 8], Col. 4c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002298/19120927/014/0002. Same print title, n.p.</ref><p> '''1913 April 23, Wednesday''', the Irish Independent reported that Gwendolen and Daphne Bourke had arrived in London for the season:<blockquote><p> The Hon. Mrs. Algernon Bourke and Miss Bourke have arrived for the season at 75 Gloucester place, Portman square, London.<ref>"Social and Personal." ''Irish Independent'' 23 April 1913, Wednesday: 4 [of 10], Col. 5b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001715/19130423/081/0004. Same print title and p.</ref></blockquote><p> '''1913 May 7, Wednesday''', Gwendolen Bourke presented her daughter Daphne Bourke at court:<blockquote>Mrs. Algernon Bourke presented her daughter, and wore blue and gold broché with a gold lace train.<ref>"Social and Personal." London ''Daily Chronicle'' 08 May 1913, Thursday: 6 [of 12], Col. 6b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005049/19130508/120/0006. Print p. 6.</ref></blockquote> The ''Pall Mall Gazette'' has a description of Daphne Bourke's dress, but what exactly "chiffon [[Social Victorians/Terminology#Hoops|paniers]]" means in 1913 is not clear:<blockquote>Court dressmakers appear to have surpassed all previous records in their efforts to make the dresses for to-night’s Court as beautiful as possible. Noticeable among these is the dainty presentation gown to be worn by Miss Bourke, who will be presented by her mother, the Hon. Mrs. Algernon Bourke. This has a skirt of soft white satin draped with chiffon [[Social Victorians/Terminology#Hoops|paniers]] and a bodice veiled with chiffon and trimmed with diamanté and crystal embroidery. Miss Bourke’s train, gracefully hung from the shoulders, is of white satin lined with pale rose pink chiffon and embroidered with crystal and diamanté.<ref>"Fashion Day by Day. Lovely Gowns for To-night's Court." ''Pall Mall Gazette'' 07 May 1913, Wednesday: 13 [of 18], Col. 1a [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/19130507/199/0013. Print n.p.</ref></blockquote>The ''London Evening Standard'' describes Gwendolen and Daphne Bourke the same way except with differences in editing:<blockquote>Miss Bourke: Presented by her mother, the Hon. Mrs. Algernon Bourke. Dainty presentation gown of white satin, the skirt draped with chiffon paniers, bodice veiled chiffon and trimmed with diamanté and crystal embroidery. Train gracefully hung from shoulder of white satin embroidered with crystal and diamanté, lined with pale rose pink chiffon.<ref>"Some of the Dresses." "The King and Queen. Third Court. Most Brilliant of the Year." ''London Evening Standard'' 08 May 1913, Thursday: 11 [of 18], Col. 4b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/19130508/237/0011. Print title ''The Standard'', p. 11.</ref></blockquote> According to the ''Lady's Pictorial'', Daphne Bourke's dress was designed and constructed by [[Social Victorians/People/Dressmakers and Costumiers#Messrs Russell and Allen|Messrs. Russell and Allen]], Old Bond-street, W., and the description is identical (except for a couple of commas).<ref>"Their Majesties' Court." ''Lady's Pictorial'' 17 May 1913, Saturday: 35 [of 64], Col. 2c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005980/19130517/296/0035. Same print title, p. 787.</ref> '''1914 May 11, Monday''', Gwendolen and Daphne Bourke attended a [[Social Victorians/Timeline/1910s#Dance at the Ritz Hosted by Mrs. George Marjoribanks|dance at the Ritz hosted by Mrs. George Marjoribanks]]. '''1915 January 1, Friday''', Algernon Bourke is listed as being on the Executive Committee of the [[Social Victorians/Timeline/1910s#1915 January 1, Friday|National Food Fund, publicized by the ''Conservative and Unionist Women's Franchise Review'']]. '''1916 August 25, Friday''', Daphne Bourke's and John Fortescue's engagement was announced:<blockquote>A most attractive prospective bride (says the "Star") is Mr. and Mrs. Algernon Bourke's only daughter, Miss Daphne Bourke, whose engagement has just taken place to Mr. Fortescue, of the Coldstream Guards. Miss Bourke is tall, dark, and very beautiful; and Mr. Fortescue is one of the family of Boconoc, Cornwall, and Dropmore, Maidenhead. At the latter place the two families have been neighbours, for Mr. and Mrs. Algernon Bourke have a charming country residence at Taplow, while Dropmore is famous for its magnificent gardens.<ref>"Personalia." ''Uxbridge & W. Drayton Gazette'' 25 August 1916, Friday: 4 [of 8], Col. 5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002285/19160825/043/0004. Print title ''The Advertiser'', p. 4.</ref></blockquote><p>'''1917 June 7, Thursday''', Daphne Bourke and John Grenville Fortescue [[Social Victorians/Timeline/1910s#7 June 1917, Thursday|married in the Coldstream Guards' chapel]]. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == According to both the ''Morning Post'' and the ''Times'', the Hon. Algernon Bourke was among the Suite of Men in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#"Oriental" Procession|"Oriental" procession]] at the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]].<ref name=":2">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref><ref name=":3">"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> Based on the people they were dressed as, Gwendolen Bourke was probably in this procession but it seems unlikely that Algernone Bourke was. [[File:Guendoline-Irene-Emily-Bourke-ne-Sloane-Stanley-as-Salammb.jpg|thumb|alt=Black-and-white photograph of a standing woman richly dressed in an historical costume with a headdress and a very large fan|Hon. '''Guendoline''' Bourke as Salammbô. ©National Portrait Gallery, London.]] === Hon. Guendoline Bourke === [[File:Alfons Mucha - 1896 - Salammbô.jpg|thumb|left|alt=Highly stylized orange-and-yellow painting of a bare-chested woman with a man playing a harp at her feet|Alfons Mucha's 1896 ''Salammbô''.]] Lafayette's portrait (right) of "Guendoline Irene Emily Bourke (née Sloane-Stanley) as Salammbô" in costume is photogravure #128 in the '''Album''' presented to the Duchess of Devonshire and now in the National Portrait Gallery.<ref name=":4">"Devonshire House Fancy Dress Ball (1897): photogravures by Walker & Boutall after various photographers." 1899. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait-list.php?set=515.</ref> The printing on the portrait says, "The Hon. Mrs. Algernon Bourke as Salammbo."<ref name=":23">"Mrs. Algernon Bourke as Salammbo." ''Diamond Jubilee Fancy Dress Ball''. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait/mw158491/Guendoline-Irene-Emily-Bourke-ne-Sloane-Stanley-as-Salammb.</ref> The Lafayette Archive has 2 additional poses from the same session on 5 July 1897 as the one chosen for the Album: * Same image as the Album photograph but higher resolution than the one the National Portrait Gallery, London, gives permission to post (Neg. No. GP [L] ). * Standing with fan behind head, includes close-up of skirt fabric and left hand (Neg. No. GP [L] [http://lafayette.org.uk/bou1368-444.html 1368-444]). * Reclining on pillows and furs, includes close-up of face and headdress (Neg. No. GP [L] [http://lafayette.org.uk/bou1368-442.html 1368-442]). ==== Newspaper Accounts ==== The Hon. Mrs. A. Bourke was dressed as Salambo in the Oriental procession<ref name=":2" /><ref name=":3" /> in a costume made by [[Social Victorians/People/Dressmakers and Costumiers#Mrs. Mason|Mrs. Mason]]. Besides the two that mention her — the ''Morning Post'' and the ''Times'' — only two describe her costume, the London ''Evening Standard'' and the ''Gentlewoman'': * "Mrs. A. Bourke, as an Egyptian Princess, with the Salambo coiffure, wore a flowing gown of white and silver gauze covered with embroidery of lotus flowers. The top of the gown was ornamented with old green satin embroidered with blue turquoise and gold, and studded with rubies. The train was of old green broché with sides of orange and gold embroidery, and from the ceinture depended long bullion fringe and an embroidered ibis."<ref>“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 3b}} * "(Egyptian Princess), drapery gown of white and silver gauze, covered with embroidery of lotus flowers; the top of gown appliqué with old green satin embroidered blue turquoise and gold, studded rubies; train of old green broché."<ref>“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 40, Col. 3a}} ==== Commentary ==== * ==== Salammbô ==== Salammbô is the fictitious protagonist in Gustave Flaubert's 1862 novel ''Salammbô'', set during the Roman war against Carthage.<ref name=":5">{{Cite journal|date=2024-04-29|title=Salammbô|url=https://en.wikipedia.org/w/index.php?title=Salammb%C3%B4&oldid=1221352216|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Salammb%C3%B4.</ref> Salammbô is a Carthaginian priestess of the lunar goddess Tanit. Matho, a Roman mercenary, breaks into Tanit's temple and steals her sacred veil — the spiritual guardian of Carthage. Salammbô sneaks into the enemy encampment to steal the veil back. She meets Matho in his tent, and "believing each other to be divine apparitions," they make love,<ref name=":5" /> although it is also a defilement. Salammbô succceds in getting the veil back, but Matho is tortured and executed, which causes her to die of shock, the effect of both having touched the veil. The plot of the opera is not identical to that of the novel. What Gwendolen Bourke saw as representative of herself in Salammbo is difficult to discern, unless her costume contains references to particular images or productions. A production of Ernest Reyer's opera ''Salammbô'', based on Flaubert's novel and published in Paris in 1890, opened at the Paris Opéra on 16 May 1892,<ref>{{Cite journal|date=2024-04-11|title=Ernest Reyer|url=https://en.wikipedia.org/w/index.php?title=Ernest_Reyer&oldid=1218353215|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Ernest_Reyer.</ref> starring Madame Rose Caron, with Mademoiselle Lucienne Bréval performing when Caron was on vacation.<ref>Jullienn, Adolphe. "Mademoiselle Lucienne Bréval de L'Académie Nationale de Musique [or de l'Opéra in the Table of Contents]." ''Le Théatre'' April 1898 (No. 4). Google Books https://www.google.com/books/edition/_/_oxRAQAAMAAJ. Pp. 8–10.</ref> (8, Col. 2c) This production was widely reviewed and discussed in the papers in the UK, and its production design seems to have been notable, especially Caron's costumes, the sets and the very scale of the production. So Bourke or her costumier may have seen the opera, images of the performers or its posters, influencing the design of her costume. * Rose Caron in her Salammbo costume is here: https://www.gettyimages.com/detail/news-photo/rose-caron-french-soprano-in-costume-in-the-title-role-of-news-photo/1439485238. * A headshot of Bréval in costume is here: https://books.google.com/books/content?id=_oxRAQAAMAAJ&pg=RA3-PP7&img=1&zoom=3&hl=en&bul=1&sig=ACfU3U2Gv8Os_rEmx2gM9SakJkYLJ9hW7g&ci=6%2C1%2C988%2C1371&edge=0.) * "Salammbo's hair [was] powdered with a violet dust when she first appeared before the eyes of Matho."<ref>"Salome." ''Pall Mall Gazette'' 27 February 1893, Monday: 3 [of 8]. Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18930227/010/0003. Same print title and p.</ref> Salammbo figured in paintings, sculptures and illustrations of editions of Flaubert's novel before Ernest Reyer's 1890 opera. She is often depicted as nude and highly sexual or sexualized (kissing a huge snake, for example, that she holds aloft). Gwendolen Bourke's costume and her social life as reported in the newspapers do not suggest that she was a big risk-taker like, for example, the eccentric la Comtesse de Castiglione, who appeared at a ball in a Salammbo costume in 1886, 4 years after Flaubert's novel was first published. In 1889 the ''Edinburgh Evening News'' exaggerates her nudity and doesn't describe the rush in the ballroom to see her but does address the lingering memory:<blockquote>The late Countess Castiglione, whose death in Paris is recorded yesterday, made her first appearance at the Imperial Court in 1866, where her extraordinary beauty made a great impression on Napoleon III., and eventually led to the Empress Eugenie’s undertaking an unexpected and much-talked-of visit to Scotland. The Countess had a face and complexion which would have enchanted Rubens, and her lovely golden hair touched her feet. Even at the present day Paris has not forgotten her costume, or rather absence of costume as Salammbo, in which character she figured at a certain memorable ball at the Tuileries, wearing her hair, her jewels, and very little else. The Empress Eugenie, when she was presented to her thus lightly arrayed, declared that she must be cold, and insisted upon her there and then donning a mantle. Mme. de Castiglione was never again invited to an entertainment over which the Empress Eugenie presided.<ref>"A Countess’ Queer Ball Costume." ''Edinburgh Evening News'' 2 December 1899, Saturday: 2 [of 6], Col. 7b [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000452/18991202/024/0002. Same print title and p.</ref></blockquote>Given how widely this incident was discussed at the time of the death of la Comtesse in 1889, Gwendolen Bourke might easily have known about it. But she was developing relationships with people like the Princess of Wales, and what Countess Castigiolone did does not sound at all like her. ===== Scale of the Production of ''Salammbo'' ===== * "In Reyer's opera of 'Salammbo,' lately produced at the Grand Opera in Paris, there were 1,400 persons on the stage in the last act."<ref>"Facts and Fancies." ''Louth and North Lincolnshire Advertiser'' 9 July 1892, Saturday: 3 [of 8], Col. 6c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000313/18920709/038/0003. Same print title and p.</ref> * "the battle scene in [''Salammbo''] requires no less than 3000 square yards of 'decorative surface' [probably canvas]. This establishes a record, the next largest surface being that of the salles des fetes in 'Don Giovanni.'"<ref>"A French paper gives interesting details...." ''Sevenoaks Chronicle and Kentish Advertiser'' 26 August 1892, Friday: 2 [of 8], Col. 3c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001067/18920826/032/0002. Same print title, n.p. </ref> ===== Influence of the Production of ''Salammbo'' ===== Rose Caron's productions were influential, including for the costumes she wore. The 1892 ''Lohengrin'' she starred in was the source of the costumes worn by [[Social Victorians/People/Stonor#Julia Caroline Stonor, Marquise of Hautpoul|Julia Stonor, Marquise of Hautpoul]] and her brother, [[Social Victorians/People/Stonor#Hon. Harry Stonor|Hon. Harry Stonor]]. Women's clothing was influenced by the costumes in the opera, particularly those worn by Rose Caron. A bonnet was named the Salammbô:<blockquote>About the smartest thing in bonnets for ordinary complimentary mourning is called the Salammbô, and is copied from a head-dress worn by a leading artiste at one of the Paris theatres. It is made of jet, and has a rose on each side of the front from the centres of which rise two black ospreys.<ref>Mantalini, Miss. "The Shows in the London Shops. With Mems. about Millinery." ''Pall Mall Budget'' 29 December 1892, Thursday: 22 [of 40], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005967/18921229/092/0022. Same print title, p. 1928.</ref></blockquote>Shoes appeared:<blockquote>At Mrs Merritt's, Savile-street, the stock is particularly attractive, there being so many new styles in shoes this season. One of the latest designs is the Salammbo Shoe, glace kid, with one strap, a jet buckle, and very low French heels. This shoe is especially designed for tender feet, as it is very light in weight.<ref>"House and Home. Local Letter for Women Reader [sic], (By Our Lady Contributor)." ''Hull Daily Mail'' 22 July 1897, Thursday: 5 [of 6], Col. 1b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000324/18970722/069/0005. Same print title, n.p.</ref></blockquote>Patterns for making the Tunique Romaine and Corsage Salammbo were for sale just a few months after the opening:<blockquote>Some of the leading fashionable novelties described in ''Le Follet de Paris'' are almost ahead of the season, but they look so well that it will not be long before our provincial dressmakers have them. A revival and modification of the ancient tunic is one item which is transforming the modern gowns of tailor-built tweeds into long clinging draperies, of simple cut but ineffable grace. We have had the Russian blouse with us now for the last couple of months. Now the reign of Tunique Romaine and Corsage Salambo is upon us. ... A very successful novelty is the ''corsage'' “Salammbo.” In reality, it is more of a blouse and short tunic than a ''corsage'', as there is no attempt at shaping to the figure. In [sic] consists, indeed, of two straight pieces of material cut round on the shoulders, where the back and front are fastened together by clasps. There is no arm-hole, and the two pieces meet at the waist under the arm, and then hang open on to the skirt. There being no dart, the waist is as wide as the shoulders; the fullness is drawn to the centre under a ''ceinture Russe'', or of oxydised silver. The outlines are trimmed with ''galon'' or some similar garniture. The "Salammbo” ''guimpe'' or ''corsage'' are made of flannel or ''mousseline de laine'' of bright colour, and are worn with fitting bodices or skirts of serge, or woollen of dark colour. They are very effective, and nothing can be easier to make, while their addition to a frock constitutes a separate costume. The fitting bodices worn under the ''guimpes'' or ''robes'' "Salammbo" are very simply made; being round-waisted, they are without side pieces, and only require a seam under each arm; one in the centre of the back, and one or two darts in front, according to the figure. The skirt is mounted on a round waistband, and the ''ceinture'' worn over this gives the bodice and skirt the effect of a princess dress.<ref>"A Womans Ceilidh." ''Oban Times and Argyllshire Advertiser'' 3 September 1892, Saturday: 3 [of 8], Col. 6a–b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000462/18920903/078/0003. Print title: ''The Oban Times'', p. 3.</ref></blockquote>Stationery even before the opera opened in Paris:<blockquote>The last fad in fancy stationery is the carte Salammbo, a delightfully smooth surface for writing upon, the envelopes are very small, square, and of the wallet make; the paper folds over once to fit. The newest shades are rose pink, pale English blue, apple green, and the evergreen heliotrope.<ref>"Fashions of the Month." ''Nottinghamshire Guardian'' 27 February 1892, Saturday: 7 [of 8], Col. 2b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000176/18920227/059/0007. Same print title and p.</ref></blockquote>Both Modest Mussorgsky and Sergei Rachmaninoff had attempted but not completed operas based on the novel as well.<ref name=":5" /> Alfons Mucha's 1896 lithograph of Salammbô (above left) was published the year before the ball. Reyer's opera was first produced in 1890 in Brussels. [[File:Algernon Henry Bourke Vanity Fair 20 January 1898.jpg|thumb|alt=Old colored drawing of an elegant elderly man dressed in a 19th-century tuxedo with a cloak, top hat and formal pointed shoes with bows, standing facing 1/4 to his right|''Algy'' — Algernon Henry Bourke — by "Spy," ''Vanity Fair'' 20 January 1898]] === Hon. Algernon Bourke === [[File:Hon-Algernon-Henry-Bourke-as-Izaak-Walton.jpg|thumb|left|alt=Black-and-white photograph of a man richly dressed in an historical costume sitting in a fireplace that does not have a fire and holding a tankard|Hon. Algernon Henry Bourke as Izaak Walton. ©National Portrait Gallery, London.]] '''Lafayette's portrait''' (left) of "Hon. Algernon Henry Bourke as Izaak Walton" in costume is photogravure #129 in the album presented to the Duchess of Devonshire and now in the National Portrait Gallery.<ref name=":4" /> The printing on the portrait says, "The Hon. Algernon Bourke as Izaak Walton."<ref>"Hon. Algernon Bourke as Izaak Walton." ''Diamond Jubilee Fancy Dress Ball''. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait/mw158492/Hon-Algernon-Henry-Bourke-as-Izaak-Walton.</ref> This portrait is amazing and unusual: Algernon Bourke is not using a photographer's set with theatrical flats and props, certainly not one used by anyone else at the ball itself. Isaak Walton (baptised 21 September 1593 – 15 December 1683) wrote ''The Compleat Angler''.<ref>{{Cite journal|date=2021-09-15|title=Izaak Walton|url=https://en.wikipedia.org/w/index.php?title=Izaak_Walton&oldid=1044447858|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Izaak_Walton.</ref> A cottage Walton lived in and willed to the people of Stafford was photographed in 1888, suggesting that its relationship to Walton was known in 1897, raising a question about whether Bourke could have used the fireplace in the cottage for his portrait. (This same cottage still exists, as the [https://www.staffordbc.gov.uk/izaak-waltons-cottage Isaak Walton Cottage] museum.) A caricature portrait (right) of the Hon. Algernon Bourke, called "Algy," by Leslie Ward ("Spy") was published in the 20 January 1898 issue of ''Vanity Fair'' as Number 702 in its "Men of the Day" series,<ref>{{Cite journal|date=2024-01-14|title=List of Vanity Fair (British magazine) caricatures (1895–1899)|url=https://en.wikipedia.org/w/index.php?title=List_of_Vanity_Fair_(British_magazine)_caricatures_(1895%E2%80%931899)&oldid=1195518024|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/List_of_Vanity_Fair_(British_magazine)_caricatures_(1895%E2%80%931899).</ref> giving an indication of what he looked like out of costume. === Mr. and Mrs. Bourke === The ''Times'' made a distinction between the Hon. Mr. and Mrs. A. Bourke and Mr. and Mrs. Bourke, including both in the article.<ref name=":3" /> Occasionally this same article mentions the same people more than once in different contexts and parts of the article, so they may be the same couple. (See [[Social Victorians/People/Bourke#Notes and Question|Notes and Question]] #2, below.) == Demographics == === The Bourkes === *Nationality: Anglo-Irish<ref>{{Cite journal|date=2020-11-14|title=Richard Bourke, 6th Earl of Mayo|url=https://en.wikipedia.org/w/index.php?title=Richard_Bourke,_6th_Earl_of_Mayo&oldid=988654078|journal=Wikipedia|language=en}}</ref> *Occupation: journalist. 1895: restaurant, hotel and club owner and manager<ref>''Cheltenham Looker-On'', 23 March 1895. Via Ancestry but taken from the BNA.</ref> ==== Residences ==== *Ireland: 1873: Palmerston House, Straffan, Co. Kildare.<ref name=":7" /> Not Co. Mayo? *1888–1891: 33 Cadogan Terrace, S.W., Kensington and Chelsea, a dwelling house<ref>Kensington and Chelsea, London, England, Electoral Registers, 1889–1970, Register of Voters, 1891.</ref> *1894: 181 Pavilion Road, Kensington and Chelsea<ref>Kensington and Chelsea, London, England, Electoral Registers, 1889–1970. Register of Voters, 1894. Via Ancestry.</ref> *1900: 181 Pavilion Road, Kensington and Chelsea<ref>Kensington and Chelsea, London, England, Electoral Registers, 1889–1970. Register of Voters, 1900. Via Ancestry.</ref> *1904: Algernon Bourke was "usually liv[ing] in Venice"<ref name=":10" /> *1906: 75, Gloucester-place, W.<ref name=":21" /> *Gwendolen Bourke *1911: 1911 Fulham, London<ref name=":6" /> *20 Eaton Square, S.W. (in 1897)<ref name=":0">{{Cite book|url=https://books.google.com/books?id=Pl0oAAAAYAAJ|title=Who's who|date=1897|publisher=A. & C. Black|language=en}} 712, Col. 1b.</ref> (London home of the [[Social Victorians/People/Mayo|Earl of Mayo]]) === The Sloane-Stanleys === ==== Residences ==== * 1871: Chester Street, St George Hanover Square (Census), with 5 servants, including a cook and a footman.<ref name=":16">The National Archives; Kew, London, England; ''1871 England Census''; Class: ''RG10''; Piece: ''104''; Folio: ''21''; Page: ''37''; GSU roll: ''838763''. Ancestry.com. ''1871 England Census'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations Inc, 2004.</ref> * 1881–1885<ref>''UK, City and County Directories, 1600s-1900s''. Ancestry.com. ''UK, City and County Directories, 1766 - 1946'' [database on-line]. Provo, UT, USA: Ancestry.com Operations, Inc., 2013.</ref> [at least]: 14 Halkin Street, W., St. Georges, 14 servants, including a governess, a house steward, an under butler, a footman and a cook.<ref>''Census Returns of England and Wales, 1881''. Kew, Surrey, England: The National Archives of the UK (TNA): Public Record Office (PRO), 1881. Class: ''RG11''; Piece: ''98''; Folio: ''66''; Page: ''37''; GSU roll: ''1341022''. Ancestry.com and The Church of Jesus Christ of Latter-day Saints. ''1881 England Census'' [database on-line]. Provo, UT, USA: Ancestry.com Operations Inc, 2004.</ref> * 1888: 49, Cadogan-square, St. Luke, Chelsea<ref>Ancestry.com. ''London, England, Overseer Returns, 1863-1894'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2013.</ref> * 1899, Roger Cyril Sloane-Stanley: 4 Down St., St George, Hanover Square<ref>London Metropolitan Archives; London, England; ''Electoral Registers''. Ancestry.com. ''London, England, Electoral Registers, 1832-1965'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2010.</ref> * 1911, Roger Cyril Sloane-Stanley: Paultons, Ower, Romsey == Family == *Hon. Algernon Henry Bourke (31 December 1854 – 7 April 1922)<ref>"Hon. Algernon Henry Bourke." {{Cite web|url=https://www.thepeerage.com/p29657.htm#i296561|title=Person Page|website=www.thepeerage.com|access-date=2020-12-10}}</ref> *Gwendolen Irene Emily Sloane-Stanley Bourke (c. 1869 – 30 December 1967)<ref name=":1">"Guendoline Irene Emily Stanley." {{Cite web|url=https://www.thepeerage.com/p51525.htm#i515247|title=Person Page|website=www.thepeerage.com|access-date=2020-12-10}}</ref> #Daphne Marjory Bourke (5 April 1895 – 22 May 1962) === Relations === *Hon. Algernon Henry Bourke (the 3rd son of the [[Social Victorians/People/Mayo|6th Earl of Mayo]]) was the older brother of Lady Florence Bourke.<ref name=":0" /> *Wilfred Blunt was a cousin of Algernon Bourke: his mother's "mother was one of the Blunts of Crabbet Park, Sussex, which makes them kinswomen of Mr. Alfred Scawen Blunt, poet, Egyptophil and counsel for Arabi Pasha in his trial."<ref>"From ''Truth''." ''Mid-Lothian Journal'' 23 August 1912, Friday: 8 [of 8], 2c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002721/19120823/147/0008. Print title and p. same.</ref> ==== Other Bourkes ==== *Hubert Edward Madden Bourke (after 1925, Bourke-Borrowes)<ref>"Hubert Edward Madden Bourke-Borrowes." {{Cite web|url=https://www.thepeerage.com/p52401.htm#i524004|title=Person Page|website=www.thepeerage.com|access-date=2021-08-25}} https://www.thepeerage.com/p52401.htm#i524004.</ref> *Lady Eva Constance Aline Bourke, who married [[Social Victorians/People/Dunraven|Windham Henry Wyndham-Quin]] on 7 July 1885;<ref>"Lady Eva Constance Aline Bourke." {{Cite web|url=https://www.thepeerage.com/p2575.htm#i25747|title=Person Page|website=www.thepeerage.com|access-date=2020-12-02}} https://www.thepeerage.com/p2575.htm#i25747.</ref> he became 5th Earl of Dunraven and Mount-Earl on 14 June 1926. === The Sloane-Stanleys === * Emilie Josephine S Stanley ( 21 December 1848 [baptism]<ref>London Metropolitan Archives; "London, England, UK" ; ''London Church of England Parish Registers''; Reference Number: ''P87/Tri/001''. Ancestry.com. ''London, England, Church of England Births and Baptisms, 1813-1923'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2010.</ref> – October 1945) * Hans T Sloane Stanley (11 May 1840 [baptism]<ref>Ancestry.com. ''England, Select Births and Christenings, 1538-1975'' [database on-line]. Provo, UT, USA: Ancestry.com Operations, Inc., 2014.</ref> – 15 December 1888<ref>Ancestry.com. ''UK and Ireland, Find a Grave® Index, 1300s-Current'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2012.</ref>) * James Shell[e?]y Bontein () *# Gwendoline<ref name=":14" /> Irene Emily G Stanley (c. 1870<ref name=":16" /> – ) *# '''Roger Cyril Hans Sloane Stanley''' (29 April 1875<ref>The National Archives; Kew, Surrey, England; ''WO 42 War Office: Officers' Birth Certificates, Wills and Personal Papers 1755-1908''; Reference: ''WO 42/72''. Ancestry.com. ''UK, Officers' Birth Certificates, Wills and Personal Papers, 1755-1908'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2023.</ref> – 18 November 1944<ref>''Find a Grave''. Find a Grave®. http://www.findagrave.com/cgi-bin/fg.cgi. Ancestry.com. ''UK and Ireland, Find a Grave® Index, 1300s-Current'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2012.</ref>) * Olivia Elizabeth Berens, Countess Cairns<ref>The National Archives of the UK (TNA); Kew, Surrey, England; ''Census Returns of England and Wales, 1911''. Ancestry.com. ''1911 England Census'' [database on-line]. Provo, UT, USA: Ancestry.com Operations, Inc., 2011.</ref> (c. 1871 – 20 June 1951<ref>"Olivia Elizabeth Berens." Person Page 3908; person #39077. ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe''. https://www.thepeerage.com/p3908.htm#i39077. </ref>) * Arthur William Cairns, 2nd Earl Cairns (21 December 1861 – 14 January 1890)<ref name=":20">"Arthur William Cairns, 2nd Earl Cairns." Person Page 3908; Person #39076. ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe''. https://www.thepeerage.com/p3908.htm#i39076.</ref> *# Lady Louise Rosemary Kathleen Virginia Cairns (10 March 1889 – 17 May 1962)<ref name=":20" /> * Roger Cyril Hans Sloane Stanley (1875 – 18 November 1944) *# Lavender Elizabeth (20 May 1900 [baptism]<ref>Hampshire Archives and Local Studies; Winchester, England, UK; ''Anglican Parish Registers''; Reference: ''35M76/PR3''. Ancestry.com. ''Hampshire, England, Church of England Baptisms, 1813-1921''[database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2023.</ref> – ) *# Diane Sloane Stanley (c. 1905 – ) * Lavender Elizabeth (20 May 1900 [baptism] – ) * John Everett () * Diane Sloane Stanley (c. 1905 – ) * Elwyn Villiers Rhys () == Writings, Memoirs, Biographies, Papers == === Writings === * Bourke, the Hon. Algernon. ''The History of White's''. London: Algernon Bourke [privately published], 1892. * Bourke, the Hon. Algernon, ed., "with a brief Memoir." ''Correspondence of Mr Joseph Jekyll with His Sister-in-Law, Lady Gertrude Sloane Stanley, 1818–1838''. John Murray, 1893. * Bourke, the Hon. Algernon, ed. ''Correspondence of Mr Joseph Jekyll''. John Murray, 1894. === Papers === * Where are the papers for the Earl of Mayo family? Are Algernon and Gwendolen Bourke's papers with them? == Notes and Questions == #The portrait of Algernon Bourke in costume as Isaac Walton is really an amazing portrait with a very interesting setting, far more specific than any of the other Lafayette portraits of these people in their costumes. Where was it shot? Lafayette is given credit, but it's not one of his usual backdrops. If this portrait was taken the night of the ball, then this fireplace was in Devonshire House; if not, then whose fireplace is it? #The ''Times'' lists Hon. A. Bourke (at 325) and Hon. Mrs. A. Bourke (at 236) as members of a the "Oriental" procession, Mr. and Mrs. A. Bourke (in the general list of attendees), and then a small distance down Mr. and Mrs. Bourke (now at 511 and 512, respectively). This last couple with no honorifics is also mentioned in the report in the London ''Evening Standard'', which means the Hon. Mrs. A. Bourke, so the ''Times'' may have repeated the Bourkes, who otherwise are not obviously anyone recognizable. If they are not the Hon. Mr. and Mrs. A. Bourke, then they are unidentified. It seems likely that they are the same, however, as the newspapers were not perfectly consistent in naming people with their honorifics, even in a single story, especially a very long and detailed one in which people could be named more than once. #Three slightly difficult-to-identify men were among the Suite of Men in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#"Oriental" Procession|"Oriental" procession]]: [[Social Victorians/People/Halifax|Gordon Wood]], [[Social Victorians/People/Portman|Arthur B. Portman]] and [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Wilfred Wilson]]. The identification of Gordon Wood and Wilfred Wilson is high because of contemporary newspaper accounts. The Hon. Algernon Bourke, who was also in the Suite of Men, is not difficult to identify at all. Arthur Portman appears in a number of similar newspaper accounts, but none of them mentions his family of origin. #[http://thepeerage.com The Peerage] has no other Algernon Bourkes. #The Hon Algernon Bourke is #235 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]; the Hon. Guendoline Bourke is #236; a Mr. Bourke is #703; a Mrs. Bourke is #704. #Hans Stanley-Sloane's estate was £33,704 7s. 5d. in the final probate in December 1889,<ref>Principal Probate Registry; London, England; ''Calendar of the Grants of Probate and Letters of Administration made in the Probate Registries of the High Court of Justice in England''. Ancestry.com. ''England & Wales, National Probate Calendar (Index of Wills and Administrations), 1858-1995'' [database on-line]. Lehi, UT, USA: Ancestry.com Operations, Inc., 2010.</ref> which might lead his widow to consider remarrying. == Footnotes == {{reflist}} 5wh2xinaohsncsf46ok0cu7hynejdbx 0 264334 2720618 2720178 2025-07-03T23:07:27Z Scogdill 1331941 /* Telephone and Telegraph */ 2720618 wikitext text/x-wiki = Victorian Things and Everyday Objects = == Barristers and Solicitors == The men in the courtroom arguing the cases are barristers, the elite of their class and profession. They went to what we could call "prep" schools together, or with boys just like them. One might hire a solicitor, or have a solicitor on retainer, for regular, normal legal advice, as for weddings and wills, taxes and finances, real estate, and so on. == Bathing Machines == Bathing machines were little wooden shacks or houses, usually on wheels, which allowed modest people a place to change to their swimming costumes and get into the water without being seen. The houses were lined up on the beach, and the users would go to their house, or the one they had rented, and enter it through a door facing the water. Inside were hooks for hanging clothing on and benches attached to the walls to sit on. When the users had changed and hung their clothing up on the hooks out of the reach of the water, the house could be rolled into the surf far enough that the users could swim out the front door and play in the water without having to stand, visible, in their swimming suits. For much of the century women used the bathing machines and men swam nude, or at least it was common enough for men to swim nude that it would not have been shocking. There were swimming costumes for both men and women, however, which were knee-length dresses and shorts for the women, and a sleeveless top and shorts for the men. Likely to have been made of wool, they were heavy and bulky and probably itchy as well, but they covered much of the body and still were a great deal less cloth and structure than people's normal clothing. In an email he wrote on this subject to the discussion list Savoynet, Larry Simons says, "Finally, it's worthy of mention that in the 1997 film Mrs Brown (also called Her Majesty, Mrs Brown in the USA), there is one scene in which Queen Victoria (played by Dame Judi Dench) goes for a swim and actually USES a bathing machine (http://us.imdb.com/Title?0119280)" (Simons "More on bathing machines"). Lewis Carroll mentions a bathing machine in "The Hunting of the Snark" and in ''Alice's Adventures Underground'', in the chapter called "Pool of Tears":<blockquote>"In that case, I can go back by railway." (Alice had been to the seaside once in her life, and had come to the general conclusion that, wherever you go to on the English coast, you find a number of bathing-machines in the sea, some children digging in the sand with wooden spades, then a row of lodging houses, and behind them, a railway station).</blockquote> In a posting to Savoynet from the bathing-machine thread, J. L. Speranza points out these citations and says, "For more on bathing-machines, see Chapter 2, Note 6, of ''Alice's Adventures Underground'' in ''The Annotated Alice''; and ''The English Seaside'' by H. G. Stokes, 1947, pages 17-25" (Speranza "something between a large bathing-machine"). In Gilbert and Sullivan's ''Iolanthe'', the Lord Chancellor describes something as being in size "'something between a large bathing-machine / and a very small second-class carriage." == Brand Names == * [[Social Victorians/Victorian Things#Popular Medicinal Products|Bayer aspirin]] * [[Social Victorians/Victorian Things#Popular Medicinal Products|Coca Cola]] * [[Social Victorians/Victorian Things#Encyclopaedia Britannica|Encyclopaedia Britannica]] * [[Social Victorians/Victorian Things#Popular Medicinal Products|Heroin]] * House of Worth * [[Social Victorians/Terminology#Liberty Fabrics|Liberty Fabrics]] * Pepsi Cola * Vaseline: "the word 'vaseline' was introduced as a proprietary term by R. A. Chesebrough" in 1872. According to Morris Rosenblum, "It is found in British publications in 1874 and 1876." (Baring-Gould I 450, n. 13). == Cartes des Visites, Visiting and Calls == === Cartes des Visites === From Victoriana.com Study Center, "Fashions in Calling Cards (for Gentlemen) from Harper's Bazaar (C.1868)": <blockquote> "Visiting cards for the coming season are of unglazed card board, large and almost square. Tinted cards, especially buff, are fashionable. The lettering is in old English text, or in script. The expense of fifty cards is $3.50. One corner of the card is turned down to denote the object of the visit. In different cities a different signification is attached to these broken cards. We give the custom of New York society. On the left hand upper corner the word Visite is engraved on the reverse side. This corner is turned downed, displaying the word on the front of the card to signify that an ordinary call is made. On the right hand corner is Felicitation, to be used when making a visit of congratulation on some happy event, such as a marriage, or the birth of a child. On the left lower side is Conge, or Good-by. The remaining corner is marked Condolence." (http://www.victoriana.com/library/ccard.html) </blockquote> E-bay had some silver cases, with chain handle, for carrying visiting cards. === Visiting and Calls === Judge Brack's early calls on the Tesmans in ''Hedda Gabler'' are daring and aggressive. According to Sally Mitchell, "morning calls" occurred between 3:00 and 5:00 P.M. "Morning," used in an expression like morning dress or morning coat, meant something like "daytime," the opposite of evening. Unless the calls were to acknowledge some event like a wedding, when they were likely to be no more than fifteen minutes, calls typically ran twenty minutes to half an hour. Judge Brack arrives early in the morning, as early as 7:30, even after a death in the family, which seems clearly indecent. Food was not likely to be served. '''???''' says it is proper to make morning calls no earlier than 11:00 A.M., though for many morning calls properly began at noon. Mrs. Beeton discusses calls, as well. Daniel Poole says,<blockquote>If you were not well acquainted with the callee, you made your call between three and four o'clock. If you were somewhat better acquainted, between four and five, and a good friend received you between five and six. ... Certainly, no one but a great intimate would presume to actually call in the ''real'' morning, i.e., before one o'clock. (68-69)</blockquote> == Dictionaries, Encyclopedias and Other Reference Works == === Dictionary of Slang === John Stephen Farmer. ''Slang and Its Analogues Past and Present: A Dictionary, Historical and Comparative, of the Heterodox Speech of All Classes of Society for More Than Three Hundred Years. With Synonyms in English, French, German, Italian, Etc''. Poulter, 1890. Vol. 1: ''Google Books'': https://books.google.com/books?id=A8xfcjboymkC. [Google Books incorrectly has ''Haterodox'' in the title.] === Encyclopaedia Britannica === It has been published in the United States since 1901, although the spelling has remained British.<ref name=":7">{{Cite journal|date=2023-01-08|title=Encyclopædia Britannica|url=https://en.wikipedia.org/w/index.php?title=Encyclop%C3%A6dia_Britannica&oldid=1132316500|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica.</ref> ==== The 9th Edition ==== Here is a copy of the 9th edition at the ''Internet Archive'': [[iarchive:encyclopaedia-britannica-9ed-1875/I|https://archive.org/details/encyclopaedia-britannica-9ed-1875/]]. If the people who attended the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] did any research on the figures from the past or from art or mythology or the arts, the 9th edition of the Britannica offers an example of what kinds of information would have been available to them. (The idea of them doing personal research like this is unlikely — more likely might be that they or their costumier studied what art and portraits were available at the galleries they frequented.) In a sense, the Britannica represents higher level popular knowledge. The 9th edition of the Britannica (1875–1889) — the "Scholar's Edition" — was the first edition written by men (almost exclusively) who were experts in their field and who could write well.<ref name=":7" /> [[Social Victorians/People/George Bernard Shaw|George Bernard Shaw]] said he read the 9th edition except for the articles about science.<ref>Kogan, Herman. ''The Great EB: The Story of the Encyclopædia Britannica''. The University of Chicago Press, 1958. Cited in https://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica.</ref> Some notable people who contributed articles (with the abbreviations used for authorship attribution) include the following:<ref>{{Cite web|url=https://www.1902encyclopedia.com/contributors.html|title=Important Contributors to Encyclopaedia Britannica, 9th Edition (1875-89) and 10th Edition (1902-03)|website=www.1902encyclopedia.com|access-date=2023-01-11}}</ref> * Grant Allen (G.A.): "Mimicry" * Amelia Blandford Edwards (A.B.E.): "Mummy" * James George Frazer (J.G.F<small>R</small>.): "Pericles," "Taboo," "Totemism" * Thomas Henry Huxley (T.H.H.): "'''Actinozoa'''," "'''Animal''' Kingdom," "'''Biology'''," "Evolution: Evolution in Biology" * Prince Peter Alexeivitch, Prince Kropotkine (P.A.K.): "Moscow", "Nova Zembla [Novaya Zemlya]," "Odessa," "Siberia" * Andrew Lang (A.L.): "'''Apparitions'''," "Family," "Molière" * Thomas Babington, Lord Macaulay (M.): "Francis '''Atterbury'''," "John '''Bunyan'''," "Samuel Johnson," "Oliver Goldsmith," "William Pitt [the Younger]" * Clements Robert Markham (C.R.M.): "Geography (Historical Geography)" * James Clerk Maxwell (J.C.M.): "'''Atom'''," "Ether" * William Minto (W.M.): "'''Byron'''," "'''Chaucer'''," "'''Dickens'''," "Poe," "Wordsworth" * William Morris (W.M<small>O</small>.) and John Henry Middleton (J.H.M.): "Mural Decoration" * Emilia F. S. Pattison, Lady Dilke (E.F.S.P.): "Jean Auguste Dominique Ingres" * Lord Rayleigh (R.): "Optics, Geometrical" and "Wave Theory of Light" * William Michael Rossetti (W.M.R.): "Bartolemé Esteban Murillo," "Percy Bysshe Shelley" * George Edward Bateman Saintsbury (G.S<small>A</small>.): "Pierre '''Corneille'''," "Daniel '''Defoe'''," "Clément Marot," "Michel de Montaigne," "Jean Racine," "Jean-Jacques Rousseau," "François Marie Arouet de Voltaire" * Eleanor Mildred Sidgwick (Mrs. Henry Sidgwick) (E.M.S.): "Spiritualism" * Robert Louis Stevenson (R.L.S.): "Pierre Jean de '''Béranger'''" * Algernon Charles Swinburne (A.C.S.): "John Keats" *John Addington Symonds (J.A.S.): "Renaissance" *William Thompson, Lord Kelvin (W.T<small>H</small>.): "'''Ether'''," "Elasticity," "Heat" [I can't find the byline, but the article ends with tables and a "Mathematical Appendix," so it's a little difficult to tell where it actually ends] *Alfred Russell Wallace (A.R.W.): "'''Acclimatisation'''," "'''Distribution''' (Biology) - Introduction. Distribution of Animal Life" The 25 volumes had<blockquote>thick boards and high-quality leather bindings, premier paper, and a production which took full advantage of the technological advances in printing in the years between the 1850s and 1870s. Great use was made of the new ability to print large graphic illustrations on the same pages as the text, as opposed to limiting illustrations to separate copperplates. Although this technology had first been used in a primitive fashion the 7th edition, and to a much lesser extent in the 8th, in the 9th edition there were thousands of quality illustrations set into the text pages, in addition to the plates.<ref>"Ninth edition, 1875–1889." {{Cite journal|date=2022-11-10|title=History of the Encyclopædia Britannica|url=https://en.wikipedia.org/w/index.php?title=History_of_the_Encyclop%C3%A6dia_Britannica&oldid=1121066541|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/History_of_the_Encyclopædia_Britannica#Ninth edition, 1875–1889.</ref></blockquote> The 11th edition (1911) continued the tradition of recruiting writers who had expertise and is also known for the quality of the writing.<ref name=":7" /> Until the ''Wikisource'' project on the ''Britannica'' is finished, perhaps the best online source is at the ''Internet Archive'': * Index volume here: * List of contributors for the 9th edition: https://archive.org/details/encyclopaedia-britannica-9ed-1875/Index%20193479114.23/page/491/mode/1up Perhaps 500,000 pirated copies of this edition — "10,000 sets sold by Britannica and 45,000 authorized sets made in the US by Little, Brown in Boston and Schribners' Sons in NY"<ref>{{Cite journal|date=2023-01-08|title=Encyclopædia Britannica|url=https://en.wikipedia.org/w/index.php?title=Encyclop%C3%A6dia_Britannica&oldid=1132316500|journal=Wikipedia|language=en}} [[wikipedia:Encyclopædia_Britannica|https://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica#Edition summary]].</ref> — were made in the US. ==== The 10th Edition ==== The 10th edition (1902–1903) was the first managed and owned by Americans. It is "an eleven-volume supplement (including one each of maps and an index) to the 9th, numbered as volumes 25–35."<ref>{{Cite journal|date=2023-01-08|title=Encyclopædia Britannica|url=https://en.wikipedia.org/w/index.php?title=Encyclop%C3%A6dia_Britannica&oldid=1132316500|journal=Wikipedia|language=en}} [[wikipedia:Encyclopædia_Britannica|https://en.wikipedia.org/wiki/Encyclop%C3%A6dia_Britannica#1901–1973]].</ref> The supplement revised the articles to be more current at the beginning of the 20th century, may have increased the coverage of North America in deference to its American readers. John Muir wrote the article on Yosemite for the 10th edition. == Drugs == Depending upon when, of course, drugs that were not regulated and products that were generally available that would not be now: *Arsenic *Laudanum *Cocaine *Coca wine *Heroin According to [[Social Victorians/People/Waite|A. E. Waite]], [[Social Victorians/People/Less-Famous People Involved in Spiritualism#Walter Moseley|Walter Moseley]]'s "health had been seriously damaged by the use of drugs for occult purposes" (Howe 85 39, n. 3). Possibly [[Social Victorians/People/William Butler Yeats|W. B. Yeats]] had injections of ground-up "monkey glands" in order to increase his masculinity (is this true?). Baring-Gould speaks of Sherlock Holmes, as always, as if he were a biographical rather than fictional character: <blockquote> Dr. Kohki Naganuma has questioned ("Sherlock Holmes and Cocaine") Holmes' use of cocaine by hypodermic injection at this time since "Karl Ludwig Schleich, of Berlin, [was] the first surgeon to use cocaine solution in hypodermic injection [in 1891].] But Dr. Julian Wolff has replied ("A Narcotic Monograph") that "although Schleich is usually given credit for priority in the use of cocaine by injection, actually the credit should go to a great American surgeon. The first such use of cocaine was not in 1891 by Schleich, as is generally supposed, but in 1884, by Dr. William S. Halsted. … 1884 was early enough so that it was no anachronism for Holmes to be taking cocaine injections when Watson said he was." It should be pointed out that, at this time, there was no popular prejudice against drug-takers. As Mr. Michael Harrison has written (In the Footsteps of Sherlock Homes): "In Holmes' day, not only was the purchase of most 'Schedule IV' drugs legal; Madeleine Smith and Mrs. Maybrick bought their arsenic; De Quincey and Dickens and Robert Louis Stevenson, their laudanum; with no more trouble than that with which they purchased their tooth-powder. No 'Dangerous Drug Act' had been passed, in its original form when Holmes bought and took his cocaine in doses that Watson's description of the typical cocaine-addition syndromes indicate to have been heavy ones. (Holmes probably purchased his supplies from either John Taylor, Chemist, at the corner of George Street and Baker Street — east side — or of Curtis and Company, No. 44, on the west side) …." (Baring-Gould I 610, n. 1; all editorial marks are ''sic).'' </blockquote> === Popular Medicinal Products === [[File:Bayer Heroin bottle.jpg|thumb|Bottle of heroin produced by Friedr. Bayer & Co.]] ==== Beecham's Pills ==== The 1909 ''Secret Remedies: What They Cost and What They Contain'' says that a box of Beecham's Pills, "advertised to be worth a guinea, is sold for 1s. 1 1/2 d., and the prime cost of the ingredients of the 56 pills it contains is about half a farthing. ... The pills had an average weight of 11/4 grains, and analysis showed them to consist of aloes, ginger and soap ; no other medicinal ingredient was found." It lists the ingredients for each pill thus: :Aloes... ... ... ... ... 0.5 grain. :Powdered ginger... ..... 0.55 " :Powdered soap... ... ... 0.18 " Liz Calvert Smith says that "aloes are 'a bitter purgative drug, condensed from the juice of the leaves of various species of Aloes'" (Smith 2003). ==== Coca wine ==== Coca wine, developed in the mid-19th century, contained cocaine and wine.<ref name=":5">{{Cite journal|date=2022-04-08|title=Coca wine|url=https://en.wikipedia.org/w/index.php?title=Coca_wine&oldid=1081528920|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Coca_wine.</ref> It seems to have been produced by local pharmacists from a standard formula. As the US began prohibition, the wine in the mixture had to be replaced. One Georgia pharmacist replaced the wine with a sugar syrup, making the original recipe for Coca Cola.<ref name=":5" /> Lindsey Fitzharris says that one brand of coca wine, Vin Mariani (the same formulation used by the pharmacist in Georgia), "was enjoyed by Jules Verne, Alexander Dumas & Arthur Conan Doyle" and Thomas Edison, and that it "contained 6 mg of cocaine per fluid ounce."<ref>Fitzharris, Lindsey @DrLindseyFitz. ''Twitter'' 27 December 2022 11:07 a.m. https://twitter.com/DrLindseyFitz/status/1607785196987752448 (accessed December 2022).</ref> ==== Heroin ==== Although C. R. Alder Wright synthesized what we now call heroin in 1874, nothing was done with the invention beyond one test on animals.<ref name=":6">"History." {{Cite journal|date=2022-12-22|title=Heroin|url=https://en.wikipedia.org/w/index.php?title=Heroin&oldid=1128826316|journal=Wikipedia|language=en}} [[wikipedia:Heroin|https://en.wikipedia.org/wiki/Heroin#History]].</ref> Felix Hoffmann, who was working for pharmaceutical company Friedr. Bayer & Co. in Germany, re-invented the chemical independently, 11 days after he had synthesized aspirin for the first time, 21 August 1897.<ref name=":6" /> Bayer lost trademark rights to heroin and aspirin after Germany's defeat in World War I.<ref name=":6" /> == Electricity and Gas == === 1840s–1850s === The "moniker" ''city of light''<blockquote>had taken on new meaning in the 1840s and ’50s when the boulevards were lit up at night and the city flourished, as Charles Baudelaire wrote, “in the light of the gas lamps, illuminated . . . and as if drunk on it.” Gaslight allowed for the emergence of a truly nocturnal city. At sunset, twenty thousand lampposts ignited automatically, fed from fuel lines connected to subterranean gas mains. Scores of lamplighters lit another three thousand streetlights manually. These new lights could illuminate a far larger area than before — a boon to safety that also transformed Parisians’ sense of their city’s potential, enhancing the culture of spectacle for which it was already famous, and leaving giddy visitors with an impression of ineffable modernity. The capital, wrote Joachim Schloer, became “like an island of light against the surrounding darkness.”<ref name=":10">Smee, Sebastian. ''Paris in Ruins: Love, War, and the Birth of Impressionism''. W. W. Norton, 2024.</ref> (33–34 of 667)</blockquote> === 1870s === Under Bismarck's seige of Paris 1870–1871, in late November and December of 1870,<blockquote>Supplies of gas had been summarily cut off. The light that had illuminated Second Empire Paris, transforming social life in the process, had been in short supply for over a month. Earlier in the siege, Thomas Gibson Bowles, the founding editor of ''Vanity Fair'', had noticed the “astonishing” effect that halving the supply of gas to the streetlamps had had on the atmosphere. “It has changed the aspect of the town,” he wrote, “and no less striking is the influence it exerts in driving people home at an early hour. ... [/] Temperatures were now consistently below freezing. After two heavy snowfalls, the city was blanketed in snow from December 12 until early January. With Christmas approaching, Paris was still resisting, but the optimism of autumn had guttered out. Hungry, sapped of its glamour and pride, the city was bracing for a winter that would prove the coldest in living memory.<ref name=":10" /> (276–278 of 667)</blockquote> === 1880s === Electricity<blockquote>would have been theoretically possible [in England] at any time after 1880 but in practice it was most unlikely, for the original legislation was most restrictive and the first supply companies found it practically impossible to function. Only later in the eighties / were the restrictions removed. (Baring-Gould II 566–67, n. 19)</blockquote> === 1894s === Electricity was available in Hampstead (Baring-Gould II 567, n. 19). The newspapers reported as people had electricity installed in their houses. Richard D'Oyly Carte is said to have had the first house in London to have electricity and an elevator, and the Savoy Theatre, which he built, was the first public building to be lit only with electricity. The Savoy Hotel was the first to be lit with electricity and the first to have electric elevators. Electric lights were used for the coronation of King Edward VII; Queen Consort Alexandra's coronation dress had silver threads in the weft, making it quite a statement under the electric lights in Westminster Abbey. == Food == === Punch === Punch was a drink served cold or at room temperature in glasses, often colored or flavored by the citrus fruits currently in season. In 1889, Mrs. Beeton says of punch, <blockquote>Punch is a beverage made of various spirituous liquors or wine, hot water, the acid juice of fruits, and sugar. It is considered to be very intoxicating; but this is probably because the spirit being partly sheathed by the mucilaginous juice and the sugar, its strength does not appear to the taste so great as it really is. Punch, which was almost universally drunk among the middle classes about fifty or sixty years ago, has almost disappeared from our domestic tables, being superseded by wine. There are many different varieties of punch. It is sometimes kept cold in bottles, and makes a most agreeable summer drink. In Scotland, instead of the Madeira or sherry generally used in its manufacture, whiskey is substituted, and then its insiduous properties are more than usually felt. Where fresh lemons cannot be had for punch or similar beverages, crystallised citric acid and a few drops of the essence of lemon will be very nearly the same thing. In the composition of "Regent's punch," champagne, brandy and veritable Martinique are required; "Norfolk punch" requires Seville oranges; "milk punch" may be extemporised by adding a little hot milk to lemonade, and then straining it through a jelly-bag. Then there are "Wine punch," Tea-punch" [sic] and "French punch," made with lemons, spirits, tea and wine, in fantastic proportions. But of all the compounds of these materials, perhaps for a summer drink, the North-American "mint julep" is the most inviting. Captain Marryat gives the following recipe for its preparation: — "Put into a tumbler about a dozen sprigs of the tender shoots of mint; upon them put a spoonful of white sugar, and equal proportions of peach and common brandy, so as to fill up one third, or, perhaps, a little less; then take rasped or pounded ice, and fill up the tumbler. Epicures rub the lips of the tumbler with a piece of fresh pineapple; and the tumbler itself if very often encrusted outside with stalactites of ice. As the ice melts, you drink." The Virginians, says Captain Marryat, claim the merit of having invented this superb compound; but, from a passage in the "Comus" of Milton, he claims it for his own country. (Beeton 1889 1220-21)</blockquote> === Biscuits === Mrs. Beeton covers biscuits in her ''Book of Household Management'' and provides a page of illustrations (1109). Biscuits are both sweet and savory, depending on the recipe, what Americans might call both cookies and crackers. == Grooming and Hygiene == Macassar Oil == Household Goods == === Doily === A simple and well-supported etymology traces the ''doily'' to "a 17th-century London draper" whose "cheap and genteel" "woolen stuff" was eventually used for "'a small ornamental napkin used at dessert', known as a 'doily-napkin.'"<ref>{{Cite journal|date=2025-01-11|title=Doily|url=https://en.wikipedia.org/w/index.php?title=Doily&oldid=1268677585|journal=Wikipedia|language=en}}</ref> On 22 January 1895, the New Zealand ''Bruce Herald'' reprinted this folk etymology from the ''New York Recorder''. It is useful for its recording of the variant spelling, versions of which appear in British newspaper at the end of the 19th century as well.<blockquote>The word doyley, now a familiar one with ladies, is derived from the name of Robert D'Oyley, one of the followers of William the Norman. He received a grant of valuable lands on the condition of a yearly tender of a tablecloth of three shillings' value at the feast of St. Michael. Agreeably to the fashion of the time the ladies of the D'Oyley household were accustomed to embroider and ornament the quit-rent tablecloths; hence these cloths, becoming curiosities and accumulating in the course of years, were at length brought into use as napkins at the royal table and called doyleys.<ref>"Origin of the Word Doyley." ''Bruce Herald'', Volume XXVI, Issue 2617, 22 January 1895, p. 3. https://paperspast.natlib.govt.nz/newspapers/BH18950122.2.20.</ref></blockquote>Lady Helen Stewart received several "d'Oyleys" on her [[Social Victorians/Stewart-Stavordale Wedding 1902-01-25|1902 wedding to Lord Stavordale]]. === Vitrine === A vitrine or vitrine case is a display case made of glass. According to the ''Oxford English Dictionary''<blockquote>OED's earliest evidence for ''vitrine'' is from 1880, in the writing of Charlotte Schreiber, translator, businesswoman, and collector.<ref>“Vitrine, N.” ''Oxford English Dictionary'', Oxford UP, December 2024, <nowiki>https://doi.org/10.1093/OED/1091506473</nowiki>.</ref></blockquote>Lady Helen Stewart received 2 vitrines plus a vitrine table for her [[Social Victorians/Stewart-Stavordale Wedding 1902-01-25|1902 wedding to Lord Stavordale]]. == Mail == <blockquote>In downtown London, in Holmes' and Watson's day, there were as many as twelve postal deliveries a day, and in Baker Street there were six. There were no Sunday deliveries, however — if one wanted to send a message on the Sabbath, he found it necessary to hire a commissionaire or some other special messenger.<ref name=":11">Baring-Gould I.</ref>{{rp|349, n. 17}}</blockquote> == Money == The denominations: * Penny * Shilling * Pound In "A Case of Identity," Sherlock Holmes says to Miss Mary Sutherland, "I believe that a single lady can get on very nicely upon an income of about sixty pounds." Baring-Gould says that this is a "highly revealing statement on the cost of living in Britain in the 1880's. A single lady could then get on very nicely upon an income of about sixty pounds -- about $300 -- a year."<ref name=":11" />{{rp|407 and n. 13}} John Watson appears to have had his practice in the [[Social Victorians/Places#Paddington|Paddington district]]:<blockquote>It is impossible to say in which of Paddington's many streets Watson lived; he could have lived in Eastbourne Terrace, which runs alongside the west wall of Paddington Station, and connects Praed Street with Bishop's Bridge Road. ... It is far more likely that Watson lived across Praed Street, in Spring Street or London Street or even in Norfolk Square, which is separated from Praed Street only by a block of houses. He would thus be near neough to the Station to be known to the staff, which sufficiently removed from the traffic of Praed Street to enjoy a certain amount of quiet. His rent would have been (for a three-storeyed house in, say Spring Street) about £60 [$300] per annum; a four-storeyed house in nearby Norfolk Square would have been about £80 [$400]; both figures exclusive of rates."<ref>Baring-Gould II.</ref>{{rp|153-54, n. 2}} [quoting Michael Harrison; ellipsis mine, interpolations his]</blockquote>Resources for understanding Victorian finances * Inflation Calculator<ref>Bank of England. Internet Archive: https://web.archive.org/web/20090324044204/http://www.bankofengland.co.uk/education/inflation/calculator/flash/index.htm (retrieved October 2020).</ref> == Newspapers == [[Social Victorians/Newspapers|Newspapers]] and magazines are on their own page, with places to find them and some of the people in the industry. == Ostrich Plumes and Prince of Wales's Feathers == For much of the late 18th and 19th centuries, white ostrich plumes were central to fashion at court, and '''at a certain point in the 19th century''' they became required for women being presented to the monarch and for their sponsors. Separately, a secondary heraldic emblem of the Prince of Wales has been a specific arrangement of 3 ostrich feathers in a gold coronet<ref>{{Cite journal|date=2022-11-07|title=Prince of Wales's feathers|url=https://en.wikipedia.org/w/index.php?title=Prince_of_Wales%27s_feathers&oldid=1120556015|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Prince_of_Wales's_feathers.</ref> since King Edward III (1312–1377<ref>{{Cite journal|date=2022-12-14|title=Edward III of England|url=https://en.wikipedia.org/w/index.php?title=Edward_III_of_England&oldid=1127343221|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Edward_III_of_England.</ref>). Although they were both called Prince of Wales's feathers, the fashionable plumes worn at court by women and this official part of the Prince of Wales's heraldry have a complex relationship, especially in the 18th century. In her "'Falling into Feathers': Jews and the Trans-Atlantic Ostrich Feather Trade," Sarah Abrevaya Stein says that the ostrich-feather industry<blockquote> was shaped by — and in turn influenced — imperial policy and social realities in the Russian and British empires; the complex social and economic constitution of colonial Africa; the growing importance of global, trans-Atlantic, and colonial trade; and the whims and politics of women's fashion. And it was fostered primarily by Jews, who were instrumental in nurturing the popularity and exchange of this commodity over oceans, political boundaries, and cultural and linguistic divides.<ref name=":4">Stein, Sarah Abrevaya. "'Falling into Feathers': Jews and the Trans-Atlantic Ostrich Feather Trade." ''The Journal of Modern History'' December 2007 (Vol. 79, No. 4): 772–812. DOI: https://doi.org/10.1086/521065 (accessed December 2022). Stable url: https://www.jstor.org/stable/10.1086/521065.</ref> (774)</blockquote> It appears that the fashion for wearing plumes in headdresses was imported from France in the last half of the 18th century, before the French revolution, when so much of what people wore signified political allegiance. Miriam Handley refers to an image from 1786 of George, Prince of Wales and "eight well-known aristocratic ladies, seven of whom wear the feather .... The image alludes to Gay’s ''The Beggar’s Opera'', III. xvii and uses the feather to imply the sexual relationship between the Prince and the women."<ref name=":8">Handley, Miriam. "Flying the Feather: George, Prince of Wales and the Performance of Masculinity on the Late-Eighteenth-Century Stage." ''European Drama and Performance Studies'', n° 10, 2018 – 1, ''Masculinité et théâtre'': 29–49. DOI: [https://classiques-garnier.com/european-drama-and-performance-studies-2018-1-n-10-masculinite-et-theatre-flying-the-feather.html 10.15122/isbn.978-2-406-07790-9.p.0029].</ref> (30, n. 4) One link, then, between the Prince of Wales and aristocratic women is the implication that women who wore the feather were "his." The ostrich plume was eventually used in political cartoons and comic theatre in the 18th century to associate the Prince of Wales and fashionable women with complexities in the performance of masculinity, appropriation by women for social status, power and political opposition, and freedom and enslavement. Handley says, "as the image of [a double-gendered] Chevalier suggests, the feather in the late 1770s was seen as the crowning touch to an extravagant head-dress. Plays and caricatures derived much comedy from these head-dresses, which were worn first by Macaronis returning from their European Grand Tours, ... and subsequently by fashionable aristocratic women in the early 1770s."<ref name=":8" /> (35) The "popular women's fashion" of white ostrich plumes spread widely among the fashionable in Europe and North America:<blockquote>A variety of feathers, including those of the ostrich, adorned the hats and clothes of elite European and American women from at least the second half of the eighteenth century, when Marie Antoinette introduced a minor ostrich feather craze among elite women by wearing towering plumes atop her hats. The thirst for feathers endured among members of the aristocracy throughout the late eighteenth and early nineteenth centuries. But ostrich feathers were not widely employed by the fashion world until the 1880s. This was a decade in which women were gaining ever more opportunity and desire to consume ....<ref name=":4" /> (778)</blockquote> === Late 18th and Early 19th Centuries === Women wore plumes at the court of Charlotte, Queen Consort of George III. The January 1810 ''La Belle Assemblée'' reports that the Duchess of Leeds headdress was a "Caledonian cap of crimson velvet, diamonds, and ostrich feathers."<ref name=":0">Qtd. in Rachel Knowles. "Drawing Room Presentations — A Regency History Guide." ''Regency History'' 27 October 2021<nowiki/>https://www.regencyhistory.net/2021/10/drawing-room-presentations-regency.html (accessed November 2022).</ref> Charles Lamb's 1809 ''Book Explaining the Ranks and Dignities of British Society''. says, "Feathers are not reckoned a necessary part of a court dress; but young ladies very seldom go without them, and they are supposed to be under dressed if they do.<ref name=":0" /> The ''Lady’s Magazine'' mentions the headdress worn by the Countess of Carlisle in January 1809: "Head-dress, ruby turban, jewels, and feathers."<ref name=":1">Candice Hern. "Court Dresses, Overview." ''Regency World'' https://candicehern.com/regencyworld/court-dresses-overview/ (accessed November 2022).</ref> Every illustration on "Court Dresses, Overview" in Candice Hern's blog ''Regency World'' — and they are all tinted fashion plates — shows a woman wearing plumes. Most of the plumes on this page are white, but one plate from March 1806 shows plumes dyed to match the dress, and most of the drawings show a few feathers (perhaps 3) but one plate from July 1820 has a positive efflorescence of plumes in the headdress.<ref name=":1" /> === Victorian Era === The three white plumes so like the Prince of Wales's feathers were not universal in early June 1853 at the first Queen's drawing room of the year.<ref>"Her Majesty's Drawing-Room." ''The Court Journal'' 4 June 1853, Saturday: 354, Col. 1a – 363, Col. 3c; 366, Col. 2a – 372, Col. 1a. ''Google Books'' [https://www.google.com/books/edition/The_Court_Journal/JKhUGEnNVTwC?hl=en&gbpv=1&dq=three+white+ostrich+plumes+at+court&pg=PA371&printsec=frontcover https://www.google.com/books/edition/The_Court_Journal/JKhUGEnNVTwC] (accessed December 2022).</ref> Many but not all of the women present did wear white plumes, and not all the plumes were white. What was first fashionable and then de rigeur at court evolved and then reified by the end of the 19th century. First published in 1893, Lady Colin Campbell's ''Manners and Rules of Good Society'' (1911 edition) says that<blockquote> It was compulsory for both Married and Unmarried Ladies to Wear Plumes. The married lady’s Court plume consisted of three white feathers. An unmarried lady’s of two white feathers. The three white feathers should be mounted as a Prince of Wales plume and worn towards the left hand side of the head. Colored feathers may not be worn. In deep mourning, white feathers must be worn, black feathers are inadmissible. White veils or lace lappets must be worn with the feathers. The veils should not be longer than 45 inches.<ref>{{Cite web|url=https://www.edwardianpromenade.com/etiquette/the-court-presentation/|title=The Court Presentation|last=Holl|first=Evangeline|date=2007-12-07|website=Edwardian Promenade|language=en-US|access-date=2022-12-18}} https://www.edwardianpromenade.com/etiquette/the-court-presentation/.</ref></blockquote> In ''Plumes: Ostrich Feathers, Jews, and a Lost World of Global Commerce'', Sarah Abrevaya Stein says, "Ostrich feathers were valuable commodities at the beginning of the twentieth century, their value per pound almost equal to that of diamonds."<ref name=":2">Qtd in {{Cite web|url=https://www.cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/collections/cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/collections/ostrich-feather-trade|title=Ostrich feather trade|website=City of London|language=en|access-date=2022-12-22}} https://www.cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/collections/ostrich-feather-trade.</ref> Stein says, "Ostrich feathers could be found wherever there were arbiters of style: a consignment of £20,000 worth of the plumes was even lost" when ''Titanic'' sank.<ref name=":4" /> (780) When ostrich feathers first became popular in the west, the birds were hunted and killed for their plumage, but by the end of the 19th century they were farmed and the plumes plucked. The labor force was in some cases highly skilled and specialized: <blockquote>London acquired the monopoly on European ostrich feather auctions in 1876, just as the feather market — and London's merchant house economy — was expanding. ... At about the same time, London was absorbing roughly 15,000 Eastern European Jewish immigrants: men, women, girls, and boys who furnished a bountiful labor market to the feather trade. ... Due in great part to this influx of immigrants, Jews quickly proved well represented in all tiers of the supply side of Britain's feather industry. Jewish girls and women were the principal unskilled, semiskilled, and skilled workers to staff the hundreds of feather manufactories that dotted London's East End, and Jewish men were well represented among ostrich feather dealers and manufacturers in the British capital, constituting, in 1883, 57 percent and 43 percent of these occupational niches, respectively.<ref name=":4" /> </blockquote> The labor force associated with ostrich plumes was largely "immigrant Jewish women and girls who had experience in the needle trades. Workers suffered poor wages and were often subject to the abuse of their rights by employers."<ref name=":3" /> Before the 20th century, this industry was "concentrated in a one-mile radius from the City of London into the East End. In particular, around the Barbican, Aldersgate, London Wall, Jewin Street, Cripplegate, Bartholomew Close, and the Fenchurch Street area."<ref name=":3" /> === Post-Edwardian Era === Besides people working in the ostrich-feather industry itself, milliners also needed the skills for working with the plumes. From the immediately post-Edwardian era, this book addresses not the plumes worn at court but attached to the hats of the fashionable:<blockquote>Prince of Wales feathers ... consist of three small ostrich feathers, one placed high in the center and the other two placed just below, so that the flues of the two lowest feathers will cover the stem of the one at the top. They are frequently referred to as the Prince de Galles. The Prince of Wales tips are used for trimming hats for the mature woman and are quite frequently separated and used to encircle the crown of a wide-brimmed hat for a younger woman. In case they are used in this manner the wire items should be cut off and the back of the feather sewed firmly to the hat. Small feathers that are attached to the side crown of the hat should be sewed on with silk floss matching the feather in color. Sew over the stem but not through it, so that, / after the entire hat is trimmed, each feather may be twisted and turned to its proper position.<ref>Cné, Orna. "Flowers and Feathers." "Natural and Man-Made Feathers." Children and Misses' {{Cite book|url=https://books.google.com/books?id=Ak08AQAAMAAJ&newbks=0&printsec=frontcover&pg=RA5-PA28&dq=Prince+of+Wales+plumes+women+headdress&hl=en|title=Woman's Institute Reference Library ... V. A7-A9|last=millinery|first=Woman's Institute of Domestic Arts and Sciences Department of|date=1916|publisher=International textbook Company|language=en}} 1916. Google Books [https://www.google.com/books/edition/Woman_s_Institute_Reference_Library_V_A7/Ak08AQAAMAAJ?hl=en&gbpv=1&dq=Prince+of+Wales+plumes+women+headdress&pg=RA5-PA28&printsec=frontcover https://www.google.com/books/edition/Woman_s_Institute_Reference_Library_V_A7/Ak08AQAAMAAJ?hl=en&gbpv=1&dq=Prince+of+Wales+plumes+women+headdress&pg=RA5-PA28].</ref>{{rp|28–29}}</blockquote> === The Crash === The market for ostrich plumes rose and fell several times: two years in which the plumes were not fashionable were 1885 and 1913.<ref name=":3">{{Cite web|url=https://www.cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/collections/cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/collections/ostrich-feather-trade|title=Ostrich feather trade|website=City of London|language=en|access-date=2022-12-22}} https://www.cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/collections/ostrich-feather-trade,</ref> The fashion for prior years had used plumes and feathers of other birds to "excess," as the 6 January 1886 ''Pall Mall Gazette'' put it.<ref name=":2" /> The Plumage League was founded in 1885, "a predecessor of the Royal Society for the Protection of Birds."<ref name=":3" /> Stein says,<blockquote>1913 proved a peak year for feather sales, but their popularity was not to endure long: feathers would soon be rejected by consumers on both sides of the Atlantic. This shift in taste ws at one aesthetic, political, and economic. It was prompted by several related factors: the success of the antiplumage and bird protection movement; an emerging sense of austerity in women's fashion catalyzed, in part, by the outbreak of the First World War; and the extensive oversupply of ostrich plumes.<ref name=":4" /> (802)</blockquote> === Questions about Ostrich Plumes and the Prince of Wales's Feathers === # At some point, women being presented at court were expected to wear a headdress with 3 white ostrich-feather plumes. When did this occur? # At some point, did the court style of the feathered headdress became associated with the Prince of Wales' heraldic badge of the three ostrich-feather plumes? == Phonograph, Gramophone, etc. == In "England in 1903, ''gramophone'' distinctly meant the Berliner-Gramophon & Typewriter disc machine, while cyclinder [sic] machines were known as ''phonographs'' or ''graphophones''." (Baring-Gould II 745, n. 15). See also [[Social Victorians/Victorian Things#Electrophone|Electrophone]]. == Photography == *Daguerrotype *Frames for photographs were common wedding gifts, and in the lists of gifts, reporters are likely to use the term ''photo'' as well as ''photograph frame''. == Police Business == Francis Galton gave a paper "to the British Association … on Finger-prints and the Detection of Crime in India. Galton's method was examined by a committee appointed by Asquith in 1894. … Finger-prints as a means of detecting criminals were first used by Sir William Herschel of the I.C.S. in the district of Hooghli, in Bengal. They were recognized as superior to Bertillon's anthropometry, and were recommended for all India in a report of 1896." (Baring-Gould II 425, n. 9, quoting Vernon Rendall). Fingerprinting was adopted by Scotland Yard ikn 1901 (Baring-Gould II 425, n. 9). == Retailers == * [[Social Victorians/Victorian Things#Edouard Henry Dreyfous|Edouard Henry Dreyfous]] * [[Social Victorians/People/Dressmakers and Costumiers#Worth, of Paris|Worth, of Paris]] === Edouard Henry Dreyfous === A "retailer of fine antique furniture and objets d’art with establishments in London (Mayfair), Paris and New York[, Dreyfous] was active in the late 19th century, from 1880, through early in the 20th century."<ref name=":9">"A Very Fine and Rare french 19th Century Louis XV Style Etched Glass, Ormolu and Porcelain (Probably by Sèvres) Encrier Inkwell by E''douard Henry Dreyfous''." Jan's & Co., Inc.: Fine French Antiques & Ojects d'Art. 17 June 2025 https://www.jansantiques.com/Lot/jac2520.php.</ref> Born in France, "Dreyfous called London his home and sold fine furnishings and objets d'art."<ref name=":9" /> He held a Royal Warrant (in the early 20th century at least), and his "main clientele were some of the richest, most affluent and influential people from around the world, including Royalty," like Queen Alexandra and Queen Mary.<ref name=":9" /> Three gifts identified as having come from Dreyfous were given to [[Social Victorians/Stewart-Stavordale Wedding 1902-01-25|Lady Helen Stewart at her 1902 marriage to Lord Stavordale]], a green leather blotter apparently bought from Dreyfous as well as 2 trays. == Sequins and Spangles == Sequins have holes in the center and spangles at the top; paillettes are large and flat. Sequins themselves have a long history and were probably mass-produced by the end of the 19th century. The silver ones like the ones used in the Duchess of Devonshire's costume in 1897 were useful in garments worn only once because they would have tarnished, turning black and dull. Sequins in one form or another have been used to decorate clothing, especially for the elite, for millennia (dating back to the Egyptians, discovered during and popularized by the opening of King Tutenkhamen's tomb in 1922<ref>Spivack, Emily. "A History of Sequins from King Tut to the King of Pop." ''Smithsonian Magazine'' 28 December 2012. https://www.smithsonianmag.com/arts-culture/a-history-of-sequins-from-king-tut-to-the-king-of-pop-8035/ (accessed December 2022).</ref>). == Servants and Household Staff == Sally Mitchell says that "The most typical middle-class urban household had three female servants: cook, housemaid, and nursemaid. The cook was in charge" (Mitchell 52). <blockquote>When there were only two or three servants, the cook cleaned the kitchen and dining room and swept the outside steps; she might also look after children for part of the day. ... Housemaids swept, dusted, and cleaned. If there were no menservants, the housemaids carried coal and tended fires; even if there were menservants, housemaids would be responsible for the fires in the bedrooms used by women and children. They also carried water upstairs, saw to baths, emptied slops, and looked after lamps. (Mitchell 54) The standard outfit for female servants consisted of a washable cotton dress (usually of striped or printed material) with a full-length apron and a white cap, which was worn in the morning while cleaning. Servants who might be visible during the afternoons wore a black dress with a fancier cap and apron. (Mitchell 56) </blockquote>In England, "servants made up 16% of the national workforce in 1891" (Poole 1993 220). At the end of the 1890s, in a household in the Paddington district in London, the staff might have been paid the following: *cook £30 a year *house parlormaid between £18 to £15 a year *tweeny between £10 to £15 a year (Baring-Gould II 225, n. 3, quoting M. Harrison) == Telephone and Telegraph == "The telegram rate to France of twopence a word was introduced in 1889 and continued until 1920, when it changed to twopence halfpenny; the rate to Switzerland at the time was threepence a word (it dropped to twopence halfpenny in 1909 but reverted to threepence in 1926)." (Baring-Gould II 658, n. 6, quoting Kaser). In 1892 the ''Louth and North Lincolnshire Advertiser'' says,<blockquote>It is now possible to cable to New York and obtain an answer back in four minutes.<ref>"Facts and Fancies." ''Louth and North Lincolnshire Advertiser'' 9 July 1892, Saturday: 3 [of 8], Col. 6c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000313/18920709/038/0003. Same print title and p.</ref></blockquote>Also in 1892, at one of the "conversaziones" at the Royal Society, which is what they called it when women were taking part:<blockquote>The ladies' conversazione was held at the Royal Society on Wednesday, the 15th, when the President and Lady Kelvin received a large and distinguished company, including the Earl of Ducie, Lord Cottesloe, Sir John Conroy, Prof. and Mrs. Sidgwick, the Master of Pembroke, Mr. Bryce, M.P., Sir Bernhard Samuelson, M.P., and Lord Basing. A great attraction was the Telephonic Company's installation, by which the sounds of "Salammbo" were conveyed from the Paris Opera.<ref>"The Royal Society's Conversazione." "Miscellaneous." ''Reading Mercury'' 25 June 1892, Saturday: 8 [of 8], Col. 1b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000369/18920625/083/0008. Print title: ''Reading Mercury, Oxford Gazette, Newbury Herald, and Berks County Paper'', p. 8.</ref></blockquote> === Electrophone === On Monday, 11 May 1896,<blockquote>An electrophone has been installed at Marlborough House, whereby the Prince of Wales and family on Monday listened to the Drury Lane opera and selections from other pieces in various London theatres.<ref>"Latest Home News by the 'Carthage.'" ''Civil & Military Gazette'' (Lahore) 12 May 1896, Tuesday: 4 [of 18], Col. 1b [of 4]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003221/18960512/036/0004. Same print title and p.</ref></blockquote> == Typewriter == === Typewriter Manufacturers === *Berliner-Gramophon & Typewriter *Remington === Writers and Their Typewriters === ==== [[Social Victorians/People/William Butler Yeats|W. B. Yeats]] ==== Yeats wrote "The Second Coming" on a typewriter? In these comments, a ''typewriter'' is a person, not a machine: *letter WBY to Lady Gregory, 10 April 1902, from 18 Woburn Bldgs: "I am working at my novel — dictating to a typewriter. I dictated 2000 words in an hour and ten minutes yesterday — and go on again tomorrow. This dictation is really a discovery" (Wade 370). *letter WBY to Lady Gregory, 3 April 1905, from 8 Cavendish Row, Dublin: "You will be sorry to hear that I have just dictated a rough draft of a new Grania second act to Moore's typewriter" (Wade 368). ==== Arthur Conan Doyle and Sherlock Holmes ==== *"I think of writing another little monograph some of these days on the typewriter and its relation to crime. It is a subject to which I have devoted some little attention. I have here four letters which purport to come from the missing man. They are all typewritten. In each case, not only are the 'e's' slurred and the 'r's' tailless, but you will observe, if you care to use my magnifying lens, that the fourteen other characteristics to which I have alluded are there as well" (in "A Case of Identity," Baring-Gould I 414). *"'And now I will show you what is really a very interesting study, Mr. Windibank,' Homes continued. 'I think of writing another little monograph some of these days on the typewriter and its relation to crime. It is a subject to which I have devoted some little attention. I have here four letters which purport to come from the missing man. They are all typewritten. In each case, not only are the "e's" slurred and the "r's" tailless, but you will observe, if you care to use my magnifying lens, that the fourteen other characteristics to which I have alluded are there as well.'" (Baring-Gould I 414) [September 1891] *G. Lestrade sends Holmes a typescript of a statement dictated to the police, "taken down, just as he made it, by our shorthand man. We had three copies typewritten, one of which I enclose" (in "The Cardboard Box," January 1893, in Baring-Gould II 204). *Laura Lyons in Arthur Conan Doyle's 1902 "The Hound of the Baskervilles" has "a typewriting business," and when Watson visits her, she is "sitting before a Remington typewriter" (Baring-Gould II 74). "'In … the ''Journal of Criminal Law and Criminology'' (November-December, 1947) there appears a review of an article in the Police Journal, the title of which is "Identification of Typewriting," reputedly by one George McLean,' Mr. Archibald Hart wrote in 'The Effects of Trades Upon Hands.' 'Is it not apparent that some hoarder of the only existent copies of all of Holmes' brochures is now releasing them one by one under false authorships? 'McLean' urges us to note the peculiarities of each typed character, the vertical and horizontal alignment, the side impressions of each character, and the shortening of the serifs in P, D, B, and H, and the diacritic in the letter T.'" (Baring-Gould I 415, n. 28). ==== Teddy Roosevelt ==== Teddy Roosevelt was the first U.S. President to use a typewriter. ==== Victorian Fiction with Typewriters ==== From a discussion on the Victoria listserv, January 2021; my thanks to the contributors to the thread "Victorian Fiction about Typewriters or Typed Letters." * Allen, Grant. ''Miss Cayley's Adventures''. ** “The Adventure of the Urbane Old Gentlemen” (16.91, August 1898): 201–212. ** “The Adventure of the Unprofessional Detective” (17.98, February 1899): 191–201. ** “The Adventure of the Cross-Eyed Q.C.” (16.96, December 1898): 688–698. * Allen, Grant. ''The Type-Writer Girl''. (1897) * Bangs, John Kendrick. ''The Enchanted Typewriter''. (Harper & Brothers, 1899) * Burnett, Frances Hodgson. ''The Shuttle''. (1906 * Cape, Bernard. "Poor Lucy Rivers" (1906 collection, periodical publication earlier) * Doyle, Arthur Conan. "The Adventure of A Case of Identity." * Gallon, Tom. ''The Girl Behind the Keys''. Hutchinson & Co. (1903. * Gissing, George. ''The Odd Women'' * Bram Stoker, ''Dracula'' (1897) ==== Secondary Sources on Typewriters ==== * Gardey, Delphine (2001). ''Le dactylographe et l’expéditionnaire: Histoire des employés de bureau, 1890–1930. Histoire et Société: Modernités''. Ed by Louis Bergeron and Patrice Bourdelais. Paris: Berlin, 2001. * Keep, Christopher. “The Introduction of the Sholes & Glidden Type-Writer, 1874.″ BRANCH (http://www.branchcollective.org/?ps_articles=christopher-keep-the-introduction-of-the-sholes-glidden-type-writer-1874). * Price, Leah, and Pamela Thurschwell, eds. ''Literary Secretaries / Secretarial Culture''. Routledge, 2005. * Thurschwell, Pamela. Chapter on typewriters. ''Literature, Technology and Magical Thinking, 1880–1920''. Cambridge University Press, 2001. * Wanggren, Lena. "Typewriters and Typists: Secretarial Agency at the Fin de Siècle," Chapter 3 in her ''Gender, Technology and the New Woman'' (Edinburgh University Press). * Young, Arlene. “The Rise of the Victorian Working Lady: The New-Style Nurse and the Typewriter, 1840-1900″ BRANCH (http://www.branchcollective.org/?ps_articles=arlene-young-the-rise-of-the-victorian-working-lady-the-new-style-nurse-and-the-typewriter-1840-1900) ==Works Cited== *Simons, Larry. "More on Bathing Machines." Posting to Savoynet 22 December 2002. *Speranza, J. L. "Something between a Large Bathing-machine." Posting to Savoynet 22 December 2002. == References == {{reflist}} o2ie73odq70jkkkpp9hplzjyj7mfy33 0 266960 2720627 2642833 2025-07-03T23:18:12Z Jtneill 10242 2720627 wikitext text/x-wiki {| cellpadding="10" cellspacing="5" style=": center; width: 50%; background-color: Inherit; margin-left: auto; margin-right: auto" | style="width: 40%; background-color: Plum; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <div style="text-align: center;">{{anchor|Quickstarttip}}'''Quickstart tip''':<br>Use this [[Template:Motivation and emotion/Book chapter structure|template]] to create an initial structure.<br>Copy '''<nowiki>{{subst:ME/BCS}}</nowiki>'''.<br>Click "Edit source" on the target chapter page.<br>Paste, then "Publish", and you're underway! {{smile}}</div> |} oytritcng1rryn0x1fl1i5o34ivp110 0 275482 2720657 2639139 2025-07-04T03:27:29Z Jtneill 10242 /* External links */ 2720657 wikitext text/x-wiki <noinclude>==Acknowledgement of country== [[File:Yankee Hat art-MJC.jpg|right|200px|thumb|Yankee Hat Aboriginal artwork located in the [[w:Namadgi National Park|Namadgi National Park]], [[w:Australian Capital Territory|Australian Capital Territory]].]] </noinclude> We pay respect to the [[w:Ngunnawal|Ngunnawal]] people as traditional custodians of the land on which the [[University of Canberra]] Bruce campus is located and acknowledge their continuing culture and contribution to [[w:Canberra|Canberra]] and the region.<noinclude> ==See also== * [[Indigenous Australian ways of learning]] * [[:Category:Motivation and emotion/Book/Indigenous/Australian|Motivation and emotion book chapters about Indigenous Australians]] ==External links== * [https://vimeo.com/268931179 Connecting your story] (AIME) <!-- * [https://www.canberra.edu.au/myuc-s/business-units/DVC-and-DVCA/l-and-t/indigenising-the-curriculum Indigenising the curriculum] (UC) * [https://www.canberra.edu.au/about-uc/office-of-aboriginal-and-torres-strait-islander-leadership-and-strategy/reconciliation Reconciliation] (UC) --> * [https://www.canberra.edu.au/campaign/yarning-about Yarning About] (UC) [[Category:Acknowledgement of country]] [[Category:Motivation and emotion/About]]</noinclude> dz9twvm66bcavth4cy37g7xgmrnrchn 0 275603 2720664 2720574 2025-07-04T03:37:24Z Jtneill 10242 2720664 wikitext text/x-wiki <noinclude>{{title|Equipment}}</noinclude>[[File:Headset icon.svg|right|65px]]A headset and webcam is recommended for virtual [[Motivation and emotion/Tutorials|tutorials]] and virtual [[Motivation and emotion/Drop-in|drop-in]].<!-- A [[w:Headset (audio)|headset]] (i.e., headphones and microphone) are recommended for: * virtual [[Motivation and emotion/Tutorials|tutorials]] * recording the [[Motivation and emotion/Assessment/Multimedia|multimedia]] presentation assessment exercise A camera/webcam is useful for: * virtual tutorials * virtual [[Motivation and emotion/Drop-in|drop-in]] --><noinclude> [[Category:Motivation and emotion/About]] </noinclude> rely5rok3okrslca9k48mf074ajpu41 0 275808 2720663 2720533 2025-07-04T03:36:37Z Jtneill 10242 2720663 wikitext text/x-wiki <noinclude>{{title|Participation}}</noinclude> Engagement by attending lectures and tutorials is strongly recommended but not compulsory. Non-engagement is likely to make successful completion of the [[Motivation and emotion/Assessment|assessment]] more difficult because: *[[Motivation and emotion/Lectures|Lectures]] and [[Motivation and emotion/Tutorials|tutorials]] discuss content which is assessed in the exam *[[Motivation and emotion/Tutorials|Tutorials]] develop skills for the [[Motivation and emotion/Assessment/Major project|major project]] (topic development and book chapter) assessment exercises If you are unable to attend your scheduled tutorial, attend a tutorial at a different time or access the online recording. This [[Motivation and emotion/Assessment#Table|table]] estimates the time required to complete the major activities in this unit. Plan to allocate approximately 10 hours per week over 15 weeks.<noinclude> [[Category:{{BASEPAGENAME}}]] </noinclude> pqv08t1e5cg40v9rvgkqpwe6aoestk4 0 275867 2720697 2305350 2025-07-04T08:44:30Z Jtneill 10242 Update for 2025 2720697 wikitext text/x-wiki {{title|Creating an account}} # [[Special:CreateAccount|Create a Wikiversity account]]—choose a user name appropriate to your privacy requirements (can be based on your real name or a pseudonym). #* If you are happy to have your real name attached to your editing, create a user account using something like your real name #* If you do not want to use your real identity, create a user account using a pseudonym #* If you want your account renamed, request via [[meta:Changing username|changing username]] and let the unit convener know #* For more information, see [[Wikiversity:Privacy policy|privacy policy]] # [[Wikiversity:Why create an account?|Why create an account?]] [[Category:{{BASEPAGENAME}}]] 9booubwutwryqk27t9zgbsb02ctntf6 0 276163 2720606 2388605 2025-07-03T21:51:22Z Saraadam3371 3004377 Added an educational external link about almond oil use 2720606 wikitext text/x-wiki [[Image:Italian olive oil 2007.jpg|thumb|upright|200px|right|A bottle of olive oil that is used in food is shown. Credit: my friend.]] '''Def.''' "liquid fat"<ref name=OilWikt>{{ cite web |author=[[wikt:User:Polyglot|Polyglot]] |title=oil |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=16 July 2003 |url=https://en.wiktionary.org/wiki/oil |accessdate=17 July 2021 }}</ref> or "petroleum-based liquid used as fuel or lubricant"<ref name=OilWikt1>{{ cite web |author=[[wikt:User:Ortonmc|Ortonmc]] |title=oil |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=13 November 2003 |url=https://en.wiktionary.org/wiki/oil |accessdate=17 July 2021 }}</ref> is called an '''oil'''. ==Fats== '''Def.''' specialized "animal tissue with a high oil content, used for long-term storage of energy"<ref name=FatWikt>{{ cite web |author=[[wikt:User:Dmh|Dmh]] |title=fat |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=12 March 2004 |url=https://en.wiktionary.org/wiki/fat |accessdate=17 July 2021 }}</ref> is called '''fat'''. Oils may be animal fats, vegetable oils, or petrochemicals in origin, and may be volatile or non-volatile.<ref>Oxford English Dictionary (Online ed.). Oxford University Press</ref> Analysis of black walnut fat content in its oil showed the most prevalent fatty acids are linoleic acid (33.8%), followed (in the same units) by oleic acid (15.3%), linolenic acid (2.7%), palmitic acid (1.9%), and stearic acid (1.5%) (USDA table). Black walnut kernels are 5% water, 59% fat, 24% protein, and 10% carbohydrates (table). In a 100 gram reference amount providing 619 calories, the kernels supply several dietary minerals in rich content (20% or more of the Daily Value, DV), including manganese (186% DV) and phosphorus (73% DV) among others, and the B vitamins, B6 (45% DV) and pantothenic acid (33% DV) (table). Black walnut kernels are a moderate source of vitamin E (14% DV). ==Essential oils== '''Def.''' "a volatile oil, used to make perfumes and flavourings, especially one having the characteristic odour of the plant from which it is obtained"<ref name=EssentialOilWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=essential oil |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=14 May 2005 |url=https://en.wiktionary.org/wiki/essential_oil |accessdate=10 August 2021 }}</ref> is called an '''essential oil'''. Essential oils are volatile and liquid aroma compounds from natural sources, usually plants. They are not oils in a strict sense, but often share with oils a poor solubility in water. Essential oils often have an odor and are therefore used in food flavoring and perfumery. They are usually prepared by fragrance extraction techniques (such as distillation, cold pressing, or solvent extraction). Essential oils are distinguished from aroma oils (essential oils and aroma compounds in an oily solvent), infusions in a vegetable oil, absolutes, and concretes. Typically, essential oils are highly complex mixtures of often hundreds of individual aroma compounds. Essential oils of ''Vitex agnus-cactus'' have been found in the fruits and in the leaves: the oil of leaves, unripe and ripe fruits differ in compounds, 50 compounds were identified in the oil of unripe fruits, 51 compounds in the oil of ripe fruits and 46 compounds in the oil of the leaves, 1,8-cineole and sabinene are the main monoterpene components and beta-caryophyllene is the major sesquiterpene compound found in the fruits of ''Vitex agnus-castus''.<ref>{{cite journal |last1=Stojković|first1=Dejan|last2=Soković|first2=Marina|last3=Glamočlija|first3=Jasmina|last4=Džamić|first4=Ana|last5=Ćirić|first5=Ana|last6=Ristić|first6=Mihailo|last7=Grubišić|first7=Dragoljub |title=Chemical composition and antimicrobial activity of ''Vitex agnus-castus'' L. fruits and leaves essential oils |journal=Food Chemistry |date=2011 |volume=128 |issue=4 |pages=1017–1022 |doi=10.1016/j.foodchem.2011.04.007 }}</ref> ===Agar oils=== Agar oil distilled from agarwood (''Aquilaria malaccensis''). Highly prized for its fragrance.<ref>{{cite web |title=Agar |publisher=Nagaon |accessdate=2006-11-17 |url=https://web.archive.org/web/20060920225050/http://nagaon.nic.in/agar.htm }}</ref> {{clear}} * Ajwain oil, distilled from the leaves of (''Carum copticum''). Oil contains 35–65% thymol.<ref>{{cite journal |last1=Singh|first1=Gurdip|last2=Maurya|first2=Sumitra|last3=Catalan|first3=C.|last4=de Lampasona|first4=M. P. |title=Chemical Constituents, Antifungal and Antioxidative Effects of Ajwain Essential Oil and Its Acetone Extract |journal=Journal of Agricultural and Food Chemistry |date=June 2004 |volume=52 |issue=11 |pages=3292–3296 |doi=10.1021/jf035211c|pmid=15161185 }}</ref> * Angelica root oil, distilled from the ''Angelica archangelica''. ===Anise oils=== [[Image:StarAnise.jpg|thumb|The spice star anise is distilled to make star anise oil. Credit: [[c:user:Fanghong|Fanghong]].{{tlx|free media}}]] Anise oil, from the ''Pimpinella anisum'', rich odor of licorice {{clear}} * Asafoetida oil, used to flavor food. * Balsam of Peru, from the ''Myroxylon'', used in food and drink for flavoring, in perfumes and toiletries for fragrance * Basil oil, used in making perfumes, as well as in aromatherapy * Bay leaf oil is used in perfumery and aromatherapy * Bergamot oil, used in aromatherapy and in perfumes. * Black pepper oil is distilled from the berries of ''Piper nigrum''. * Buchu oil, made from the buchu shrub. Considered toxic and no longer widely used. Formerly used medicinally. * Birch oil used in aromatherapy * Camphor oil ''Cinnamomum camphora'' used in cosmetics and household cleaners.<ref>{{Cite journal |last1=Chen|first1=Weiyang|last2=Vermaak|first2=Ilze|last3=Viljoen|first3=Alvaro |date=2013-05-10 |title=Camphor—A Fumigant during the Black Death and a Coveted Fragrant Wood in Ancient Egypt and Babylon—A Review |journal=Molecules |volume=18 |issue=5 |pages=5434–5454 |doi=10.3390/molecules18055434 |pmid=23666009 }}</ref> * Cannabis flower essential oil, used as a flavoring in foods, primarily candy and beverages. Also used as a scent in perfumes, cosmetics, soaps, and candles.<ref>[http://www.hort.purdue.edu/newcrop/ncnu02/v5-284.html Hemp: A New Crop with New Uses for North America], from the [http://www.hort.purdue.edu/newcrop/default.html Purdue University NewCROP Web site].</ref> * Calamodin oil or calamansi essential oil comes from a citrus tree in the Philippines extracted via cold press or steam distillation. * Caraway seed oil, used a flavoring in foods. Also used in mouthwashes, toothpastes, etc. as a flavoring agent.<ref>[http://www.dpi.vic.gov.au/dpi/nreninf.nsf/childdocs/-22C871BE2A0105794A2568B30004D413-45149BF85B8EB0A2CA256BC7008242E5-5F1E116ACE52223C4A256DEA00278232-4AAE0B61F45AB732CA256BCF000BBD4A?open Caraway oil], from the [http://www.dpi.vic.gov.au/dpi/index.htm Victoria, Australia Department of Primary Industries Web site]</ref> * Cardamom seed oil, used in aromatherapy. Extracted from seeds of subspecies of Zingiberaceae (ginger). Also used as a fragrance in soaps, perfumes, etc. * Carrot seed oil, used in aromatherapy. * Cedar oil (or cedarwood oil), primarily used in perfumes and fragrances. ===Chamomile oils=== [[Image:GermanChamomileEssOil.png|thumb|right|200px|German chamomile (''Matricaria recutita'') essential oil is contained in a clear glass vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] * Chamomile oil, there are many varieties of chamomile but only two are used in aromatherapy, Roman and German. German chamomile contains a higher level of the chemical azulene * Calamus oil, ''Acorus calamus'', Used in perfumery and formerly as a food additive * Cinnamon oil, used for flavoring * ''Cistus ladanifer'' leaves and flowers used in perfumery. * Citron oil, used in Ayurveda and perfumery. * Citronella oil, from a plant related to lemon grass is used as an insect repellent ===Clary sage oils=== Sometimes called muscatel. Made by steam or water distillation of ''Salvia sclarea'' flowering tops and foliage. Yields range from 0.7 to 1.5%. A pale yellow to yellow liquid with a herbaceous odor and a winelike bouquet. Produced in large quantities in France, Russia and Morocco. The oil contains linalyl acetate, linalool and other terpene alcohols (sclareol), as well as their acetates.<ref>{{cite book |title=CLARY OIL, In: ''Fenaroli's Handbook of Flavor Ingredients'' | author=George A. Burdock | edition=6th | publisher=Taylor & Francis | date=2010 | pages=327–328 | isbn=978-1-4200-9077-2}}</ref> Clary Sage oil is from ''Salvia sclarea'', used in perfumery and as an additive flavoring in some alcoholic beverages.<ref name="Clebsch">{{cite book |last1=Clebsch|first1=Betsy|last2=Barner|first2=Carol D. |title=The New Book of Salvias |publisher=Timber Press |date=2003 |page=261 |isbn=978-0-88192-560-9 |url=https://books.google.com/books?id=NM0iwB8GrQYC&pg=PA261 }}</ref> {{clear}} * Clove oil used in perfumery and medicinally. ===Coconut oils=== Coconut oil contains only trace amounts of fatty acids (about 0.03 % by mass).<ref>{{ cite journal |last1=Kratzeisen |first1=M. |title=Influence of free fatty acid content of coconut oil on deposit and performance of plant oil pressure stoves |journal=Fuel |date=2010 |volume=89 |issue=7 |pages=1583-1589 |doi=10.1016/j.fuel.2009.08.038 |url=https://www.sciencedirect.com/science/article/abs/pii/S0016236109003986 |accessdate=30 April 2021 }}</ref> Instead it contains esters. In the following content, the expressions "fatty acids" and "acid" below refer to esters rather than carboxylic acids. The approximate concentration of fatty acids in coconut oil (midpoint of range in source): {| class="wikitable sortable" style="text-align: center;" |+ Approximate concentration of fatty acids in coconut oil |- ! Type of fatty acid !! Saturation !! Percentage |- |caprylic acid || saturated C8 || 7 |- |capric acid || saturated C10 || 8 |- |lauric acid || saturated C12 || 48 |- |myristic acid || saturated C14 || 16 |- |palmitic acid || saturated C16 || 9.5 |- |oleic acid || monounsaturated C18:1 || 6.5 |- |Other || polyunsaturated || 5 |} Coconut oil is used for skin, food, and hair. {{clear}} ===Coffee oils=== Coffee oil is used to flavor food. Because the coffee grounds are in direct contact with the water, all the coffee oils remain in the liquid, making it a stronger beverage. {{clear}} * Coriander oil * Costmary oil (bible leaf oil), ''Tanacetum balsamita'', formerly used medicinally in Europe; still used as such in southwest Asia.<ref name=CultPlants>{{cite book |last=Cumo|first=Christopher |title=Encyclopedia of Cultivated Plants A-F |date=2013 |publisher=ABC-CLIO |location=Santa Barbara |isbn=978-1-59884-774-1 |pages=329–332}}</ref> Discovered to contain up to 12.5% of the toxin β-thujone.<ref>[http://www.actahort.org/books/306/306_19.htm ''Tanacetum Balsamita'' L.: A Medicinal Plant from Guadalajara (Spain)], ISHS Acta Horticulturae 306: International Symposium on Medicinal and Aromatic Plants, XXIII IHC</ref> * Costus root oil * Cranberry seed oil, equally high in omega-3 and omega-6 fatty acids, primarily used in the cosmetic industry. * Cubeb oil, used to flavor foods. * Cumin seed oil/black seed oil, used as a flavor, particularly in meat products * ''Fokienia'', Cypress oil, used in cosmetics * Cypriol oil * Curry leaf oil, used to flavor food. ===Dalmatian sage oils=== Also called English, Garden, and True sage oil. Made by steam distillation of ''Salvia officinalis'' partially dried leaves. Yields range from 0.5 to 1.0%. A colorless to yellow liquid with a warm camphoraceous, thujone-like odor and sharp and bitter taste. The main components of the oil are thujone (50%), camphor, pinene, and cineol.<ref>{{citation | author=Karl-Georg Fahlbusch |title=Flavors and Fragrances, In: ''Ullmann's Encyclopedia of Industrial Chemistry'' | edition=7th | publisher=Wiley | date=2007 | doi=10.1002/14356007.a11_141 | page=113}}</ref> ===Davana oils=== [[Image:DavanaEssOil.png|thumb|Davana essential oil is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Davana oil, from the ''Artemisia pallens'', is used as a perfume ingredient. {{clear}} * Dill oil, chemically almost identical to Caraway seed oil. High carvone content. * Elecampane oil * Elemi oil, used as a perfume and fragrance ingredient. Comes from the oleoresins of ''Canarium luzonicum'' and ''Canarium ovatum'' which are common in the Philippines. {{clear}} ===Eucalyptus oils=== [[Image:EucalyptusGlobulusEssOil.png|thumb|Essential oil of Eucalyptus is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Eucalyptus oil, historically used as a germicide. {{clear}} * Fennel seed oil * Fenugreek oil, used for cosmetics from ancient times. * Fir oil * Frankincense oil, used in aromatherapy and in perfumes. * Galangal oil, used to flavor food. * Galbanum oil, used in perfumery.<ref name=Lawrence>LAWRENCE, B.M; "Progress in Essential Oils" 'Perfumer and Flavorist' August/September 1978 vol 3, No 4 p 54</ref><ref name=McAndrew>McANDREW, B.A; MICHALKIEWICZ, D.M; "Analysis of Galbanum Oils". Dev Food Sci. Amsterdam: Elsevier Scientific Publications 1988 v 18 pp 573 – 585</ref> * Garlic oil is distilled from ''Allium sativum''. * Geranium oil, also referred to as geranol. Used in herbal medicine, aromatherapy, and perfumery.<ref name=HSA2006>{{cite web |title=Pelargoniums - An Herb Society of America Fact Sheet |publisher=The Herb Society of America |date=2006 |accessdate=20 December 2012 |url=https://web.archive.org/web/20120227124006/http://www.herbsociety.org/factsheets/pelargoniums_fact.pdf }}</ref> * Ginger oil, used medicinally in many cultures, and has been studied extensively as a nausea treatment, where it was found more effective than placebo.<ref name="nccih">{{cite web |url=http://nccih.nih.gov/health/ginger/ |title=Ginger, NCCIH Herbs at a Glance |publisher=US National Center for Complementary and Integrative Health |accessdate=25 April 2012 }}</ref><ref name="medind">{{ cite journal |last=Marx|first=WM|author2=Teleni L|author3=McCarthy AL|author4=Vitetta L|author5=McKavanagh D|author6=Thomson D|author7=Isenring E. |title=Ginger (Zingiber officinale) and chemotherapy-induced nausea and vomiting: a systematic literature review|journal=Nutr Rev |volume=71 |issue=4 |pages=245–54 |doi=10.1111/nure.12016|pmid=23550785 |date=2013 |url=https://eprints.qut.edu.au/59091/2/Ginger_Article_Nutrition_Reviews_Accepted_Version_%28Recovered%29.pdf }}</ref><ref name="ernst-meta">{{cite journal | last = Ernst | first = E. |author2=Pittler, M.H. | date=1 March 2000 | title = Efficacy of ginger for nausea and vomiting: a systematic review of randomized clinical trials | journal = British Journal of Anaesthesia | volume = 84 | issue = 3 | pages = 367–371 | pmid = 10793599 | doi=10.1093/oxfordjournals.bja.a013442 }}</ref><ref>{{ cite web |url=https://www.nytimes.com/2007/08/21/health/21real.html?_r=0 |date=August 21, 2007 |last=O'Connor |first=Anahad |title=The Claim: Eating Ginger Can Cure Motion Sickness |newspaper=The New York Times }}</ref> * Goldenrod oil used in herbal medicine, ''Solidago'', including treatment of urological problems.<ref>{{cite journal | pmid = 15638071 |date=November 2004 | author = Melzig, M. F. | title = Goldenrod--a classical exponent in the urological phytotherapy | volume = 154 | issue = 21–22 | pages = 523–7 | issn = 0043-5341 | journal = Wiener medizinische Wochenschrift | doi = 10.1007/s10354-004-0118-4 }}</ref> * Grapefruit oil, extracted from the peel of the fruit. Used in aromatherapy. Contains 90% limonene. ===Greek sage oils=== Made by steam distillation of ''Salvia triloba'' leaves. Grows in Greece and Turkey. Yields range from 0.25% to 4%. The oil contains camphor, thujone, and pinene, the dominant component being eucalyptol.<ref>{{citation | author=Ivana Cvetkovikj | title=Essential oil composition of Salvia fruticosa Mill. populations from Balkan Peninsula | journal=Macedonian Pharmaceutical Bulletin | volume=61 | issue=1 | date=2015 | url=http://bulletin.mfd.org.mk/volumes/Volume%2061_1/61_1_004.pdf }}</ref> {{clear}} *Henna oil, used in body art. Known to be dangerous to people with certain enzyme deficiencies.<ref name=pmid11668106>{{Cite journal |authors=Raupp P, Hassan JA, Varughese M, Kristiansson B |title=Henna causes life threatening haemolysis in glucose-6-phosphate dehydrogenase deficiency |journal=Archives of Disease in Childhood |volume=85 |issue=5 |pages=411–2 |date=November 2001 |pmid=11668106 |doi=10.1136/adc.85.5.411 }}</ref> Pre-mixed pastes are considered dangerous, primarily due to adulterants.<ref name=pmid17713170>{{Cite journal |authors=Dron P, Lafourcade MP, Leprince F, |title=Allergies associated with body piercing and tattoos: a report of the Allergy Vigilance Network |journal=European Annals of Allergy and Clinical Immunology |volume=39 |issue=6 |pages=189–92 |date=June 2007 |pmid=17713170 }}</ref><ref name=pmid16842550>{{Cite journal |authors=Kang IJ, Lee MH |title=Quantification of para-phenylenediamine and heavy metals in henna dye |journal=Contact Dermatitis |volume=55 |issue=1 |pages=26–9 |date=July 2006 |pmid=16842550 |doi=10.1111/j.0105-1873.2006.00845.x }}</ref> * Helichrysum oil * Hickory nut oil * Horseradish oil * Hyssop * Idaho-grown Tansy * Jasmine oil, used for its flowery fragrance. ===Judaean sage oils=== Made by steam distillation of ''Salvia judaica'' leaves. The oil contains mainly cubebene and ledol.<ref>{{cite journal | author=Andrea Böszörményi | title=Chemical and Genetic Relationships among Sage (''Salvia officinalis'' L.) Cultivars and Judean Sage (Salvia judaica Boiss.) | journal=Journal of Agricultural and Food Chemistry | volume=57 | issue=11 | date=2009 | doi=10.1021/jf9005092 }}</ref> {{clear}} * Juniper berry oil, used as a flavor. * ''Laurus nobilis'' ===Lavender oils=== [[Image:LavenderEssentialOil.png|thumb|right|200px|A glass vial of lavender oil is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Lavender oil is used primarily as a fragrance. Two forms are distinguished, ''lavender flower oil'', a colorless oil, insoluble in water, having a density of 0.885&nbsp;g/mL; and ''lavender spike oil'', a distillate from the herb ''Lavandula latifolia'', having density 0.905&nbsp;g/mL. Like all essential oils, it is not a pure compound; it is a complex mixture of phytochemicals, including linalool and linalyl acetate. Lavender oil has long been used as a perfume, for aromatherapy, and for skin applications.<ref name="Sarkic">{{cite journal | last1=Sarkic | first1=Asja | last2=Stappen | first2=Iris | name-list-style = vanc | title=Essential oils and their single compounds in cosmetics: A critical review | journal=Cosmetics | volume=5 | issue=1 | pages=11 | date=12 January 2018 | issn=2079-9284 | doi=10.3390/cosmetics5010011 }}</ref><ref>{{cite book | vauthors =Groom N |title=The New Perfume Handbook |date=1997 |publisher=Blackie Academic & Professional |isbn=978-0-7514-0403-6 |edition=2nd}}</ref> Lavender oil is used in massage therapy as a way of inducing relaxation through direct skin contact.<ref>{{Cite journal | vauthors = Fismer KL, Pilkington K |date=2012|title=Lavender and sleep: A systematic review of the evidence |journal=European Journal of Integrative Medicine |volume=4 |issue=4 |pages=e436–e447 |doi=10.1016/j.eujim.2012.08.001 }}</ref> Lavender oil is poisonous, due to the components linalyl acetate and linalool, and should not be ingested.<ref>{{cite web | url = https://medlineplus.gov/ency/article/002711.htm | title = Lavender oil | work = MedlinePlus | publisher = U.S. National Library of Medicine, U.S. Department of Health and Human Services | accessdate = January 9, 2020 | quote = Poisonous Ingredient: It is mainly the linalyl acetate and linalool in lavender oil that are poisonous.}}</ref> In Australia, lavender oil is one of the many essential oils that have been increasingly causing cases of poisoning, mostly of children. In the period 2014-2018 there were 271 reported cases in New South Wales, accounting for 6.1% of essential oil poisoning incidents.<ref name=lee>{{cite journal | vauthors = Lee KA, Harnett JE, Cairns R | title = Essential oil exposures in Australia: analysis of cases reported to the NSW Poisons Information Centre | journal = The Medical Journal of Australia | date = November 2019 | volume = 212 | issue = 3 | pages = 132–133 | pmid = 31709543 | doi = 10.5694/mja2.50403 |url = https://sydney.edu.au/news-opinion/news/2019/12/09/essential-oil-poisoning-calls-on-the-rise-children-most-affected.html }}</ref> Other potential adverse effects include a sedative effect and contact dermatitis as an allergic reaction, possibly resulting from major lavender oil constituents: camphor, terpinen-4-ol, linalool and linalyl acetate.<ref name="Els">{{cite journal | vauthors = Elshafie HS, Camele I | title = An Overview of the Biological Effects of Some Mediterranean Essential Oils on Human Health | journal = BioMed Research International | volume = 2017 | pages = 9268468 | date = 5 November 2017 | pmid = 29230418 | pmc = 5694587 | doi = 10.1155/2017/9268468 }}</ref><ref name="Sarkic"/> {{clear}} * ''Ledum'' * Lemon oil, similar in fragrance to the fruit. Unlike other essential oils, lemon oil is usually cold pressed. Used in cosmetics. * Lemongrass. Lemongrass is a highly fragrant grass from India. The oil is very useful for insect repellent. * Lime * ''Litsea cubeba'' oil, lemon-like scent, often used in perfumes and aromatherapy. * Linalool * Mandarin orange * Marjoram * Melissa oil (Lemon balm), sweet smelling oil * Mint oil, used in flavoring toothpastes, mouthwashes and pharmaceuticals, as well as in aromatherapy, ''Mentha arvensis'' oil. * ''Moringa oleifera'' oil, can be used directly on the skin and hair. It can also be used in soap and as a base for other cosmetics. * Mountain Savory, Winter savory. * Mugwort oil, used in ancient times for medicinal and magical purposes. Currently considered to be a neurotoxin. * Mustard oil from mixing seeds with water, containing a high percentage of allyl isothiocyanate or other isothiocyanates, depending on the species of mustard * Myrrh oil, warm, slightly musty smell. * Myrtle, ''Myrtus communis''. * Neem oil or neem tree oil * Neroli is produced from the blossom of the bitter orange tree. * Nutmeg oil * Orange oil, like lemon oil, cold pressed rather than distilled. Consists of 90% d-Limonene. Used as a fragrance, in cleaning products and in flavoring foods. * Oregano oil, contains thymol and carvacrol * Orris oil is extracted from the roots of the Florentine iris (''Iris florentina''), ''Iris germanica'' and ''Iris pallida''. It is used as a flavouring agent, in perfume, and medicinally.<ref>{{cite web | url=http://www.britannica.com/eb/article-9057461/orris-oil | publisher=Encyclopædia Britannica | title=Orris oil |accessdate=2006-11-20 }}</ref> * Palo Santo, ''Bursera graveolens'', * Parsley oil, used in soaps, detergents, colognes, cosmetics and perfumes, especially men's fragrances. * Patchouli oil, very common ingredient in perfumes. * Perilla essential oil, extracted from the leaves of the perilla plant. Contains about 50–60% perillaldehyde. * Pennyroyal oil, ''Mentha pulegium'', highly toxic. It is abortifacient and can even in small quantities cause acute liver and lung damage. * Peppermint oil * Petitgrain * Pine oil, used as a disinfectant, and in aromatherapy. * ''Ravensara aromatica'' * Red Cedar, ''Juniperus virginiana''. ===Roman Chamomile oils=== [[Image:RomanChamomileEssOil.png|thumb|right|200px|Roman chamomile (''Chamaemelum nobile'') essential oil]] Chamomile essential oil contains sesquiterpenes, terpene lactones (including the blue compound, chamazulene), acetylene derivatives, and polyphenols, which contribute to the fragrance and may be extracted individually.<ref name="drugs">{{cite web |title=Chamomile |url=https://www.drugs.com/npp/chamomile.html |publisher=Drugs.com |accessdate=7 February 2021 |date=10 December 2020}}</ref> * Rose oil, distilled from rose petals, used primarily as a fragrance. * Rosehip oil, distilled from the seeds of the ''Rosa rubiginosa'' or ''Rosa mosqueta''. * Rosemary oil, distilled from the flowers of ''Rosmarinus officinalis''. * Rosewood oil, used primarily for skin care applications. ===Myrrh oils=== [[Image:MyrrhEssentialOil.png|thumb|upright|An essential oil extracted from myrrh (''Commiphora myrrha'') is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Myrrh is mentioned as a rare perfume. {{clear}} ===Sandalwood oils=== [[Image:SandalwoodEssOil.png|thumb|A glass vial contains sandalwood oil. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Sandalwood oil is used primarily as a fragrance: pleasant and woody.<ref>{{cite book |title=Flavours and fragrances of plant origin |chapter=Sandalwood oil |accessdate=2006-07-25 |author=FAO |url=https://web.archive.org/web/20060719132056/http://www.fao.org/docrep/V5350e/V5350e08.htm }}</ref> {{clear}} * Sassafras oil, from sassafras root bark. Used in aromatherapy, soap-making, perfumes, and the like. Formerly used as a spice, and as the primary flavoring of root beer, ''inter alia''. Sassafras oil is heavily regulated in the United States due to its high safrole content.<ref name="diversionDEA">{{cite web |title=Title 21 Code of Federal Regulations |issue=21 |date=January 27, 2012 |volume=§1310.04 |url=http://www.deadiversion.usdoj.gov/21cfr/cfr/1310/1310_04.htm |accessdate=May 18, 2016 }}</ref> * Savory oil, from ''Satureja'' species. Used in aromatherapy, cosmetic and soap-making applications. * ''Schisandra chinensis'' oil ===Spanish sage oils=== Made by steam distillation of ''Salvia lavandulifolia'' leaves and twigs. A colorless to pale yellow liquid with the characteristic camphoraceous odor. Unlike Dalmatian sage oil, Spanish sage oil contains no or only traces of thujone; camphor and eucalyptol are the major components. * Spearmint oil, often used in flavoring mouthwash and chewing gum, among other applications. {{clear}} * Spikenard * Spruce oil * Star anise oil, highly fragrant oil using in cooking. Also used in perfumery and soaps, has been used in toothpastes, mouthwashes, and skin creams.<ref>{{cite book |title=Herbs: An Indexed Bibliography |author1=J.E. Simon, A.F. Chadwick |author2=L.E. Craker |chapter=Anise |date=1984 |url=http://www.hort.purdue.edu/newcrop/med-aro/factsheets/ANISE.html}}, cited on the [http://www.hort.purdue.edu/newcrop/ Purdue Center for New Crops Web site]</ref> 90% of the world's star anise crop is used in the manufacture of Tamiflu, a drug used to treat influenza, and is hoped to be useful for H5N1 (avian flu). * Tangerine * Tarragon oil, distilled from ''Artemisia dracunculus'' ===Tea tree oils=== Tea tree oil is extracted from ''Melaleuca alternifolia''. {{clear}} * Thyme oil * Tsuga belongs to the pine tree family. ===Turmeric oils=== The golden yellow color of turmeric is due to curcumin.<ref name="pubchem">{{cite web |title=Curcumin |url=https://pubchem.ncbi.nlm.nih.gov/compound/969516 |publisher=PubChem, US National Library of Medicine |access-date=25 November 2020 |date=21 November 2020}}</ref> It also contains an orange-colored (essential) volatile oil.<ref name=E100>{{cite web| url= http://www.ukfoodguide.net/e100.htm |title= E100: Curcumin| website= UKfoodguide.net| access-date= 14 April 2017}}</ref> ===Valerian oils=== [[Image:ValerianEssentialOil.png|thumb|right|200px|Valerian (''V. officinalis'') essential oil is shown in a vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] The chief constituent of Valerian is a yellowish-green to brownish-yellow oil present in the dried root, varying in content from 0.5 to 2.0%. This variation in quantity may be determined by location; a dry, stony soil yields a root richer in oil than moist, fertile soil.<ref name="botanical">{{cite web |title=Valerian |accessdate=2007-04-15 |publisher=Botanical.com |url=https://web.archive.org/web/20061110083410/http://botanical.com/botanical/mgmh/v/valeri01.html }}</ref> The volatile oils that form the active ingredient are pungent, somewhat reminiscent of well-matured cheese, though some people remain partial to the earthy scent, others find it unpleasant, comparing the odor to that of unwashed feet.<ref>Harrington, H.D., ''Edible Native Plants Of The Rocky Mountains'', The University of New Mexico Press, 1967, LCCN 67-29685, p. 225</ref> {{clear}} * Warionia, used as a perfume ingredient * Vetiver oil (khus oil) a thick, amber oil, primarily from India. Used as a fixative in perfumery, and in aromatherapy. * Western red cedar * Wintergreen ===Yarrow oils=== [[Image:YarrowEssentialOil.png|thumb|right|upright|200px|Yarrow (''Achillea millefolium'') essential oil is in a colorless glass vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Yarrow can be used for dying wool as it contains apigenin and luteolin. Depending on the mordant the color may be green to yellow.<ref name=Kiumarsi2009>{{cite journal | title = ''Achillea Millefolium'', a New Source of Natural Dye for Wool Dyeing | url = https://www.sid.ir/en/journal/ViewPaper.aspx?ID=226555 | last1 = Kiumarsi | last2 = Abomahboub | last3 = Rashedi | last4 = Parvinzadeh | journal = Progress in Color, Colorants and Coatings | volume = 2 | issue = 2 | pages = 87–93 | year = 2009}}</ref> The dark blue essential oil of yarrow contains chemicals called proazulenes.<ref>{{Cite journal |jstor = 4201352|title = Predicting Presence of Proazulenes in the Achillea millefolium Group|last1 = Michler|first1 = Barbara|last2 = Arnold|first2 = Carl-Gerold|s2cid = 12541991|journal = Folia Geobotanica|year = 1999|volume = 34|issue = 1|pages = 143–161|doi = 10.1007/BF02803081}}</ref> {{clear}} * Ylang-ylang {{clear}} ==Lipids== '''Def.''' any "of a group of organic compounds including the fats, oils, waxes, sterols, and triglycerides,<ref name=LipidWikt>{{ cite web |author=[[wikt:User:Poccil|Poccil]] |title=lipid |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=18 October 2004 |url=https://en.wiktionary.org/wiki/lipid |accessdate=17 July 2021 }}</ref> characterized by being insoluble in water,<ref name=LipidWikt1>{{ cite web |author=[[wikt:User:141.157.16.194|141.157.16.194]] |title=lipid |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=30 September 2005 |url=https://en.wiktionary.org/wiki/lipid |accessdate=17 July 2021 }}</ref> and account for most of the fat present in the human body"<ref name=LipidWikt1/> is called a '''lipid'''. Lipids can be classified by the way that they are made by an organism, their chemical structure and their limited solubility in water compared to oils, have a high carbon and hydrogen content and are considerably lacking in oxygen compared to other organic compounds and minerals; they tend to be relatively nonpolar molecules, but may include both polar and nonpolar regions as in the case of phospholipids and steroids.<ref name=alberts>Alberts, Bruce; Johnson, Alexander; Lewis, Julian; Raff, Martin; Roberts, Keith; Walter, Peter. ''Molecular Biology of the Cell''. New York: Garland Science, 2002, pp. 62, 118-119.</ref> ==Petroleum== '''Def.''' a "flammable liquid ranging in color from clear to very dark brown and black, consisting mainly of hydrocarbons, occurring naturally in deposits under the Earth's surface"<ref name=PetroleumWikt>{{ cite web |author=[[wikt:User:Stalker~enwiktionary|Stalker~enwiktionary]] |title=petroleum |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=13 November 2003 |url=https://en.wiktionary.org/wiki/petroleum |accessdate=2015-01-09 }}</ref> is called a '''petroleum'''. '''Def.''' "any compound derived from petroleum or natural gas"<ref name=PetrochemicalWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=petrochemical' |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=18 October 2005 |url=https://en.wiktionary.org/wiki/petrochemical' |accessdate=17 July 2021 }}</ref> is called a '''petrochemical'''. Crude oil, or petroleum, and its refined components, collectively termed ''petrochemicals'', originates from ancient fossilized organic materials, such as zooplankton and algae, which geochemical processes convert into oil.<ref> {{ cite journal |doi=10.1016/j.orggeochem.2005.09.001 |title=Organic geochemistry – A retrospective of its first 70 years |date=2006 |last1=Kvenvolden|first1=Keith A. |journal=Organic Geochemistry |volume=37 |page=1 |url=https://zenodo.org/record/1000677 }}</ref> A {{convert|42|USgal|impgal L|adj=on}} barrel of crude oil produces approximately {{convert|10|USgal|impgal L}} of diesel, {{convert|4|USgal|impgal L}} of jet fuel, {{convert|19|USgal|impgal L}} of gasoline, {{convert|7|USgal|impgal L}} of other products, {{convert|3|USgal|impgal L}} split between heavy fuel oil and liquified petroleum gases,<ref name=EIA>[http://www.eia.gov/energyexplained/index.cfm?page=oil_home U.S. Energy Information Administration (EIA)] — Retrieved 2011-10-02.</ref> and {{convert|2|USgal|impgal L}} of heating oil. The total production of a barrel of crude into various products results in an increase to {{convert|45|USgal|impgal L}}.<ref name=EIA/> ''Petrochemicals'' are the refined components of crude oil<ref>{{Cite book|url=https://books.google.com/books?id=Eya6BQAAQBAJ&pg=PA2|title=Oil Pollution in the Baltic Sea|last1=Kostianoy|first1=Andrey G.|last2=Lavrova|first2=Olga Yu|date=2014-07-08|publisher=Springer|isbn=9783642384769 }}</ref> ==Cooking oils== Cooking oils are derived either from animal fat, as butter, lard and other types, or plant oils from the olive, corn (maize), sunflowers and many other species.<ref>{{cite web |last1=Brown |first1=Jessica |title=Which cooking oil is the healthiest? |url=https://www.bbc.com/future/article/20200903-which-cooking-oil-is-the-healthiest |website=www.bbc.com |publisher=BBC |accessdate=18 May 2021}}</ref> ==Animal oils== Whale oil is preferred for lubricating clocks, because it does not evaporate, leaving dust, although its use was banned in the USA in 1980.<ref>{{ cite web |url=http://www.frankenmuthclock.com/questionscuckoo.htm |title=Bavarian Clock Haus and Frankenmuth Clock Company |work=Frankenmuth Clock Company & Bavarian Clock Haus }}</ref> In the 18th and 19th centuries, whale oil was commonly used for lamps, which was replaced with natural gas and then electricity.<ref>{{cite web|url=http://www.petroleumhistory.org/OilHistory/pages/Whale/whale.html|title=Whale Oil|work=petroleumhistory.org}}</ref> ==Vegetable oils== {|class="wikitable sortable" border="1" |+ align="center" | Properties of vegetable oils<ref name="USDA ndbcolumn">{{cite web|url=https://fdc.nal.usda.gov/|title= US National Nutrient Database, Release 28|date=May 2016|publisher= United States Department of Agriculture}} All values in this table are from this database unless otherwise cited.</ref><ref>{{cite web|title=Fats and fatty acids contents per 100 g (click for "more details"). Example: Avocado oil (user can search for other oils).|url=http://nutritiondata.self.com/facts/fats-and-oils/620/2|publisher=Nutritiondata.com, Conde Nast for the USDA National Nutrient Database, Standard Release 21|access-date=7 September 2017|date=2014}} Values from Nutritiondata.com (SR 21) may need to be reconciled with most recent release from the USDA SR 28 as of Sept 2017.</ref> |- ! style="text-align:left;" rowspan=2| Type !! rowspan=2| Processing<br>treatment<ref name="The margarine shall be made from one or more of the following vegetable oils; canola, safflower, sunflower, corn, soybean, or peanut oil.">{{cite web |title=USDA Specifications for Vegetable Oil Margarine Effective August 28, 1996 |url=https://www.ams.usda.gov/sites/default/files/media/vegetableoilmargaine.pdf}}</ref> !! rowspan=2|Saturated<br>fatty acids !! colspan=2 rowspan=1|Monounsaturated<br>fatty acids !! colspan=4|Polyunsaturated<br>fatty acids !!rowspan=2|Smoke point |- ! Total<ref name="USDA ndbcolumn" /> !! rowspan=1|Oleic<br>acid<br>(ω-9) !! Total<ref name="USDA ndbcolumn" /> !! α-Linolenic<br>acid<br>(ω-3) !! Linoleic<br>acid<br>(ω-6) !! ω-6:3<br>ratio |- align="center" | {{#ifeq: {{PAGENAME}} | Almond oil | bgcolor="#ffff66" |}} | align="left" | Almond oil || || || || || || || || || {{convert|216|°C}}<ref name="BoH" /> |- align="center" | {{#ifeq: {{PAGENAME}} | Avocado oil | bgcolor="#ffff66" |}} | align="left" | Avocado oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/173573/nutrients|title=Avocado oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 11.6 || 70.6 || 52-66<ref>{{Cite web|url=http://www.bashaar.org.il/files/7282.pdf|title=Changes in dry matter, oil content and fatty acids composition of avocado during harvesting time and post-harvesting ripening period|author1=Feramuz Ozdemir |author2=Ayhan Topuz|date=May 2003|publisher=Elsevier|accessdate=15 January 2020}}</ref> || 13.5 || 1 || 12.5 || 12.5:1 || {{convert|250|C|F}}<ref>{{Cite web|url=https://www.aocs.org/stay-informed/inform-magazine/featured-articles/what-is-unrefined-extra-virgin-cold-pressed-avocado-oil-april-2010|title=What is unrefined, extra virgin cold-pressed avocado oil?|author1=Marie Wong |author2=Cecilia Requejo-Jackman |author3=Allan Woolf|date=April 2010|website=Aocs.org|publisher=The American Oil Chemists’ Society|access-date=26 December 2019}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Black walnut oil | bgcolor="#ffff66" |}} | align="left" | Black walnut<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/173573/nutrients|title=Black walnut oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 3.5 || 15.4 || || 36.4 || 2.7 || 33.8 || 12.5:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Brazil nut oil | bgcolor="#ffff66" |}} | align="left" | Brazil nut<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/?query=ndbNumber:4581&format=|title=Brazil nut oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 24.8 || 32.7 || 31.3 || 42.0 || 0.1 || 41.9 || 419:1 || {{convert|406|°F|°C|order=flip}}<ref name=Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Canola oil | bgcolor="#ffff66" |}} | align="left" | Canola oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/172336/nutrients|title=Canola oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 7.4 || 63.3 || 61.8 || 28.1 || 9.1 || 18.6|| 2:1 || {{convert|238|C|F}}<ref name="Rao">{{Cite journal |last1=Katragadda |first1=H. R. |last2=Fullana |first2=A. S. |last3=Sidhu |first3=S. |last4=Carbonell-Barrachina |first4=Á. A. |title=Emissions of volatile aldehydes from heated cooking oils |doi=10.1016/j.foodchem.2009.09.070 |journal=Food Chemistry |volume=120 |pages=59–65 |year=2010 |url=https://www.researchgate.net/publication/248511136}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Cashew oil | bgcolor="#ffff66" |}} | align="left" | Cashew oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Chia seed | bgcolor="#ffff66" |}} | align="left" | Chia seed || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Cocoa butter oil | bgcolor="#ffff66" |}} | align="left" | Cocoa butter oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Coconut oil | bgcolor="#ffff66" |}} | align="left" | Coconut oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171412/nutrients|title=Coconut oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 82.5 || 6.3 || 6 || 1.7 || || || || {{convert|347|F|C|order=flip}}<ref name=Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Corn oil | bgcolor="#ffff66" |}} | align="left" | Corn oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171029/nutrients|title=Corn oil, industrial and retail, all purpose salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 12.9 || 27.6 || 27.3 || 54.7 || 1 || 58 || 58:1 || {{convert|450|°F|°C|order=flip}}<ref name=post>{{cite news |title=Where There's Smoke, There's a Fryer |first=Robert L. |last=Wolke|url=https://www.washingtonpost.com/wp-dyn/content/article/2007/05/15/AR2007051500398.html|newspaper=The Washington Post |date=May 16, 2007 |accessdate=March 5, 2011}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Cottonseed oil | bgcolor="#ffff66" |}} | align="left" | Cottonseed oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171024/nutrients|title=Cottonseed oil, salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 25.9 || 17.8 || 19 || 51.9 || 1 || 54 || 54:1 || {{convert|420|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | Cottonseed oil | bgcolor="#ffff66" |}} | align="left" | Cottonseed oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171441/nutrients|title=Cottonseed oil, industrial, fully hydrogenated, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> ||Hydrogenated fat#Food industry|Hydrogenated|| 93.6 || 1.5 || || 0.6 || 0.2 || 0.3 || 1.5:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Grape seed oil | bgcolor="#ffff66" |}} | align="left" | Grape seed oil || &nbsp;|| 10.5 || 14.3 || 14.3 &nbsp;|| 74.7 || - || 74.7 || very high || {{convert|421|°F|°C|order=flip}}<ref name="nmi">{{cite journal | vauthors = Garavaglia J, Markoski MM, Oliveira A, Marcadenti A | title = Grape Seed Oil Compounds: Biological and Chemical Actions for Health | journal = Nutrition and Metabolic Insights | volume = 9 | pages = 59–64 | year = 2016 | pmid = 27559299 | doi = 10.4137/NMI.S32910 }}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Hemp oil | bgcolor="#ffff66" |}} | align="left"| Hemp oil<ref>{{cite journal | vauthors = Callaway J, Schwab U, Harvima I, Halonen P, Mykkänen O, Hyvönen P, Järvinen T | s2cid = 18445488 | title = Efficacy of dietary hempseed oil in patients with atopic dermatitis | journal = The Journal of Dermatological Treatment | volume = 16 | issue = 2 | pages = 87–94 | date = April 2005 | pmid = 16019622 | doi = 10.1080/09546630510035832 }}</ref> || || 7.0 || 9.0 || 9.0 || 82.0 || 22.0 || 54.0 || 2.5:1 || {{convert|330|°F|°C|order=flip}}<ref>{{cite web |url=https://www.veghealth.com/nutrition-tables/Smoke-Points-of-Oils-table.pdf |title=Smoke points of oils}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Linseed oil | bgcolor="#ffff66" |}} | align="left" | Linseed oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/167702/nutrients|title=Linseed/Flaxseed oil, cold pressed, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 9.0 || 18.4 || 18 || 67.8 || 53 || 13 || 0.2:1 || {{convert|225|°F|°C|order=flip}} |- align="center" | {{#ifeq: {{PAGENAME}} | Mustard oil | bgcolor="#ffff66" |}} | align="left" | Mustard oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Olive oil | bgcolor="#ffff66" |}} | align="left" | Olive oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171413/nutrients|title=Olive oil, salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 13.8 || 73.0 || 71.3 || 10.5 || 0.7 || 9.8|| 14:1 || {{convert|380|°F|°C|order=flip}}<ref name = Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Palm oil | bgcolor="#ffff66" |}} | align="left" | Palm oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171015/nutrients|title=Palm oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 49.3 || 37.0 || 40 || 9.3 || 0.2 || 9.1 || 45.5:1 || {{convert|455|°F|°C|order=flip}} |- align="center" | {{#ifeq: {{PAGENAME}} | Palm oil | bgcolor="#ffff66" |}} | align="left" | Palm oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/173603/nutrients|title=Palm oil, industrial, fully hydrogenated, filling fat, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> ||Hydrogenated fat|| 88.2 || 5.7 || || 0 || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Peanut oil | bgcolor="#ffff66" |}} | align="left" | Peanut oil{{sfnp|Vegetable Oils in Food Technology|2011|p=61}} || || 20.3 || 48.1 || 46.5 || 31.5 || 0 || 31.4 || very high || {{convert|450|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | Pecan oil | bgcolor="#ffff66" |}} | align="left" | Pecan oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Perilla oil | bgcolor="#ffff66" |}} | align="left" | Perilla oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Rice bran oil | bgcolor="#ffff66" |}} | align="left" | Rice bran oil || || || || || || || || || {{convert|232|°C}}<ref>{{cite web|url=http://www.ricebranoil.biz/spec/rbdd.html|title=Rice bran oil|publisher= RITO Partnership |access-date=22 January 2021}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Safflower oil | bgcolor="#ffff66" |}} | align="left" | Safflower oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171027/nutrients|title=Safflower oil, salad or cooking, high oleic, primary commerce, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 7.5 || 75.2 ||75.2 ||12.8 || 0 || 12.8 || very high || {{convert|212|C|F}}<ref name = Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Sesame oil | bgcolor="#ffff66" |}} | align="left" | Sesame oil<ref>{{cite web |department=FoodData Central |url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171016/nutrients|title=Oil, sesame, salad or cooking |website=fdc.nal.usda.gov}}</ref> ||?|| 14.2 || 39.7 || 39.3 || 41.7 || 0.3 || 41.3 || 138:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Soybean oil | bgcolor="#ffff66" |}} | align="left" | Soybean oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171012/nutrients|title=Soybean oil, salad or cooking, (partially hydrogenated), fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> ||Hydrogenated fat#Food industry|Partially hydrogenated|| 14.9 || 43.0 || 42.5 || 37.6 ||2.6 || 34.9 || 13.4:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Soybean oil | bgcolor="#ffff66" |}} | align="left" | Soybean oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171411/nutrients|title=Soybean oil, salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 15.6 || 22.8 || 22.6 ||57.7 || 7 || 51 || 7.3:1 || {{convert|460|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | St. John's oil | bgcolor="#ffff66" |}} | align="left" | St. John's oil<ref name="nccihStJohns">{{cite web|title=St. John's Wort|url=https://nccih.nih.gov/health/stjohnswort/ataglance.htm|publisher=National Center for Complementary and Integrative Health, US National Institutes of Health|accessdate=1 February 2018|date=September 2016}}</ref> || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Sunflower oil | bgcolor="#ffff66" |}} | align="left" | Sunflower oil<ref>{{cite web|url=https://ndb.nal.usda.gov/ndb/foods/show/04506|title=Sunflower oil, 65% linoleic, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=15 November 2018}}</ref> || || 10.3 ||19.5 || 19.5 || 65.7 || 0 || 65.7|| very high || {{convert|440|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | Sunflower oil | bgcolor="#ffff66" |}} | align="left" | Sunflower oil (< 60% linoleic)<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171017/nutrients|title=Sunflower oil, less than 60% of total fats as linoleic acid, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 10.1 ||45.4 || 45.3 || 40.1 || 0.2 || 39.8 || 199:1 |- align="center" | {{#ifeq: {{PAGENAME}} | Sunflower oil | bgcolor="#ffff66" |}} | align="left" | Sunflower oil (> 70% oleic)<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/172338/nutrients|title=Sunflower oil, high oleic - 70% or more as oleic acid, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 9.9 ||83.7 || 82.6 || 3.8 || 0.2 || 3.6 || 18:1 || {{convert|450|°F|°C|order=flip}}<ref name="jonbarron.org">{{cite web|url=http://jonbarron.org/diet-and-nutrition/healthiest-cooking-oil-chart-smoke-points |title=Smoke Point of Oils |work=Baseline of Health |publisher=Jonbarron.org |date=2012-04-17 |access-date=2016-05-28}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | ''Vigna mungo'' | bgcolor="#ffff66" |}} | align="left" | ''Vigna mungo'' || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Walnut oil | bgcolor="#ffff66" |}} | align="left" | Walnut oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171030/nutrients|title=Walnut oil, fat composition, 100 g|publisher= US National Nutrient Database, United States Department of Agriculture}}</ref> || unrefined || 9.1 || 22.8 || 22.2 || 63.3 || 10.4 || 52.9 || 5:1 || {{convert|160|°C}}<ref name="BoH">{{cite web|url=http://jonbarron.org/diet-and-nutrition/healthiest-cooking-oil-chart-smoke-points |title=Smoke Point of Oils |work=Baseline of Health |publisher=Jonbarron.org}}</ref> |- align="center" class=sortbottom | colspan=10| <span style="font-size:small;">The nutritional values are expressed as percent (%) by mass of total fat.</span> |} ===Almond oils=== [[Image:SweetAlmondOil.png|thumb|left|upright=0.5|250px|Sweet Almond (''Prunus dulcis'') Oil is shown in clear glass vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Almonds are a rich source of oil, with 50% of kernel dry mass as fat (whole almond nutrition table). In relation to total dry mass of the kernel, almond oil contains 32% monounsaturated oleic acid (an omega-9 fatty acid), 13% linoleic acid (a polyunsaturated Omega-6 fatty acid|omega-6 essential fatty acid), and 10% saturated fatty acid (mainly as palmitic acid, USDA link in table). Linolenic acid, a polyunsaturated omega-3 fat, is not present (table). Almond oil is a rich source of vitamin E, providing 261% of the Daily Value per 100 ml (table). When almond oil is analyzed separately and expressed per 100 grams as a reference mass, the oil provides {{convert|884|kcal|kJ|order=flip|abbr=on}} of food energy, 8 grams of saturated fat (81% of which is palmitic acid), 70 grams of oleic acid, and 17 grams of linoleic acid (oil table). ''Oleum amygdalae'', the fixed oil, is prepared from either sweet or bitter almonds, and is a glyceryl oleate with a slight odour and a nutty taste. It is almost insoluble in ethanol but readily soluble in chloroform or diethyl ether. Almond oil is obtained from the dried kernel of almonds.<ref name=Soler>{{cite journal |title=Oil content and fatty acid composition of developing almond seeds |authors=Soler L, Canellas J, Saura-Calixto F |journal=J Agric Food Chem |year=1988 |volume=36 |issue=4 |pages=695–697 |doi=10.1021/jf00082a007 |hdl=10261/90477 }}</ref> Sweet almond oil is used as a carrier oil in aromatherapy and cosmetics while bitter almond oil, containing benzaldehyde, is used as a food flavouring and in perfume.<ref name="van Wyk 2019">{{cite book |last1=van Wyk |first1=Ben-Erik |title=Food plants of the world |date=2019 |publisher=CABI |isbn=9781789241303 |page=342 |edition=2nd}}</ref> {{clear}} ===Annatto oils=== [[Image:Urucum virgim oil.JPG|thumb|right|300px|Virgim oil of Urucum or annatto oil is shown. Credit: [[c:user:P. S. Sena|P. S. Sena]].{{tlx|free media}}]] Annatto oil is also rich in tocotrienols, beta-carotene, essential oils, saturated and unsaturated fatty acids, flavonoids, and vitamin C.<ref>{{ cite web |last1=Ângela de Almeida Meireles |first1= Maria |first2= Carolina |last2= Lima Cavalcante de Albuquerque |title=Processo otimizado para obtenção de óleo rico em antioxidantes de urucum |work= Inova |publisher=Unicamp |url= http://www.inova.unicamp.br/sici/visoes/ajax/ax_pdf_divulgacao.php?token=QyjKaJjh |accessdate=2 June 2015 }}</ref> ''Bixa orellana'' is a shrub native to a region between northern South America and Mexico.<ref name="cabi">{{cite web |title=''Bixa orellana'' (annatto) |url=https://www.cabi.org/isc/datasheet/9242#C19AC032-9D96-488E-BE68-7972662568B4 |publisher=Center for Agriculture and Biosciences International (CABI) |accessdate=10 October 2018 |date=27 September 2018}}</ref><ref name="morton">{{cite journal |first=Julia F. |last=Morton |title=Can Annatto (''Bixa orellana'', L.), an old source of food color, meet new needs for safe dye? |url=http://journals.fcla.edu/fshs/article/view/101136/97080 |journal=Proceedings of the Florida State Horticultural Society |volume=73 |pages=301–309 |accessdate=10 October 2018 |date=1960 }}</ref> ''Bixa orellana'' is best known as the source of annatto, a natural orange-red condiment (also called achiote or bijol) obtained from the waxy arils that cover its seeds.<ref name=cabi/><ref name=morton/> {{clear}} ===Calendula oils=== According to sixteenth-century Englishman John Gerard, every proper soup of Dutch cuisine in his era would include ''Calendula'' petals.<ref name=rodale>[https://books.google.com/books/about/Rodale_s_Illustrated_Encyclopedia_of_Her.html?id=htGD3Y7WNxwC Rodale's Illustrated Encyclopedia of Herbs]</ref> The petals are edible and can be used fresh in salads or dried and used to color cheese or as a substitute for saffron.<ref name=spotlight>[http://www.complete-herbal.com/details/marigold.html Spotlight on Marigold.] The Complete Herbal - Herbs and Herbal Remedies.</ref> It can be used to add color to soups, stews, poultry dishes, custards and liquors.<ref name=rodale/> The common name for ''Calendula officinalis'' in Britain is 'pot-marigold,' named so because of its use in broths and soups.<ref>{{Cite journal|last=MACHT|first=DAVID I.|date=1955|title=CALENDULA OR MARIGOLD IN MEDICAL HISTORY AND IN SHAKESPEARE|url=https://www.jstor.org/stable/44446726|journal=Bulletin of the History of Medicine|volume=29|issue=6|pages=491–502|issn=0007-5140}}</ref> The petals and pollens of ''Calendula officinalis'' contain triterpenoid esters and the carotenoids:<ref name=Kishimoto>{{ cite journal |author=Sanae Kishimoto, Takashi Maoka, Katsuhiko Sumitomo, and Akemi Ohmiya |title=Analysis of Carotenoid Composition in Petals of Calendula (''Calendula officinalis'' L.) |journal=Bioscience, Biotechnology, and Biochemistry |date=7 July 2005 |volume=69 |issue=11 |pages=2122-2128 |url=https://www.tandfonline.com/doi/pdf/10.1271/bbb.69.2122 |arxiv= |bibcode= |doi=10.1271/bbb.69.2122 |pmid= |accessdate=9 August 2021 }}</ref> flavoxanthin and auroxanthin (antioxidants and the source of the yellow-orange coloration).<ref name=Sahelian/> The leaves and stems contain other carotenoids, mostly lutein (80%), zeaxanthin (5%), and beta-carotene.<ref name=Sahelian>{{ cite web |author=Ray Sahelian |title=Marigold extract and supplement Calendula officinalis |publisher=Ray Sahelian |location= |date=8 January 2016 |url=https://www.raysahelian.com/marigold.html |accessdate=9 August 2021 }}</ref> Plant extracts are also widely used by cosmetics, presumably due to presence of compounds such as saponins, resins, and essential oils.<ref>{{cite web |url = https://medlineplus.gov/druginfo/natural/235.html |title = Calendula |accessdate = 9 August 2021 |author = National Institutes of Health |work = Herbs and Supplements |publisher = U.S. National Library of Medicine }}</ref> The flowers of ''Calendula officinalis'' contain flavonol glycosides, triterpene oligoglycosides, oleanane-type triterpene glycosides, saponins, and a sesquiterpene glucoside.<ref>{{cite journal |author=Ukiya M |title=Anti-inflammatory, anti-tumor-promoting, and cytotoxic activities of constituents of pot marigold (''Calendula officinalis'') flowers |year=2006 |journal=J Nat Prod |volume=69 |issue=12 |pages=1692–1696 |pmid=17190444 |last2=Akihisa |last3=Yasukawa |last4=Tokuda |last5=Suzuki |last6=Kimura |doi=10.1021/np068016b}}</ref><ref>{{cite journal |author=Yoshikawa M |year=2001 |title= Medicinal flowers. III. Marigold.(1): hypoglycemic, gastric emptying inhibitory, and gastroprotective principles and new oleanane-type triterpene oligolycosides, calendasaponins A, B, C, and D, from Egyptian Calendula officinalis |journal=Chem Pharm Bull |volume=49 |issue=7 |pages=863–70 |pmid=11456093 |last2=Murakami |last3=Kishi |last4=Kageura |last5=Matsuda |doi=10.1248/cpb.49.863|doi-access=free }}</ref> ''Calendula'' flowers are a rich source of lutein, containing 29.8&nbsp;mg/100g.<ref>{{cite journal |last1=Manke Natchigal |first1=A. |last2=Oliveira Stringheta |first2=A.C. |last3=Corrêa Bertoldi |first3=M. |last4=Stringheta |first4=P.C. |title=QUANTIFICATION AND CHARACTERIZATION OF LUTEIN FROM TAGETES (TAGETES PATULA L.) AND CALENDULA (CALENDULA OFFICINALIS L.) FLOWERS |journal=Acta Hortic. |date=2012 |volume=939 |pages=309-314 |url=https://www.actahort.org/books/939/939_40.htm |accessdate=3 July 2019}}</ref> ===Canola oils=== The official definition of canola is "Seeds of the genus Brassica (''Brassica napus'', ''Brassica rapa'', or ''Brassica juncea'') from which the oil shall contain less than 2% erucic acid in its fatty acid profile and the solid component shall contain less than 30 micromoles of any one or any mixture of 3-butenyl glucosinolate, 4-pentenyl glucosinolate, 2-hydroxy-3 butenyl glucosinolate, and 2-hydroxy- 4-pentenyl glucosinolate per gram of air-dry, oil-free solid."<ref>{{cite web |title=What Is Canola? |work=Canola Council of Canada |publisher=Canola Council of Canada |accessdate=18 August 2017 |url=https://web.archive.org/web/20170618102423/http://www.canolacouncil.org/oil-and-meal/what-is-canola/ }}</ref> Rapeseed oil had a distinctive taste and a disagreeable greenish color, due to the presence of chlorophyll and contained a high concentration of erucic acid.<ref>{{cite web |last1=Fan |first1=Liuping |last2=Eskin |first2=N.A. Michael |title=Handbook of Antioxidants for Food Preservation |url=https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/erucic-acid |website=Science Direct |publisher=Woodhead Publishing Series in Food Science, Technology and Nutrition |accessdate=6 April 2021}}</ref> Canola was bred from rapeseed cultivars of ''B. napus'' and ''B. rapa'' at the University of Manitoba, Canada,<ref>{{cite web |url=http://www.science.ca/scientists/scientistprofile.php?pID=348 |accessdate=29 December 2008 |date=2007 |title=Richard Keith Downey: Genetics |publisher=science.ca}}</ref><ref>{{cite encyclopedia |last1=Pederson |first1=Anne-marie |last2=Storgaard |first2=AK |encyclopedia=The Canadian Encyclopedia |url=https://thecanadianencyclopedia.ca/en/article/baldur-rosmund-stefansson |title=Baldur Rosmund Stefansson |accessdate=4 September 2019 |date=15 December 2015}}</ref> having then a different nutritional profile than present-day oil in addition to much less erucic acid.<ref>{{cite encyclopedia |url=http://www.thecanadianencyclopedia.com/en/article/canola/ |title=Canola |encyclopedia=The Canadian Encyclopedia |last=Barthet |first=V |accessdate=29 December 2008}}</ref> Canola was originally a trademark name of the Rapeseed Association of Canada, and the name was a condensation of "Can" from Canada and "OLA " meaning "Oil, low acid",<ref>{{cite book |last1=Wrigley |first1=Colin W. |last2=Corke |first2=Harold |last3=Seetharaman |first3=Koushik |last4=Faubion |first4=Jonathan |date=17 December 2015 |title=Encyclopedia of Food Grains |url=https://books.google.com/books?id=ce7tBgAAQBAJ&pg=PA238 |page=238 |publisher=Academic Press |isbn=978-1785397622}}</ref><ref>{{cite web |last=Canola Council of Canada |title=What is Canola? |url=http://www.canolacouncil.org/oil-and-meal/what-is-canola/ |date=2016 |accessdate=16 December 2013}}</ref> but is now a generic term for edible varieties of rapeseed oil in North America and Australasia.<ref name="gc">{{cite web |url= https://www.genericides.org/trademark/canola|title= Has canola become a generic trademark? |access-date= 13 May 2021 |website= genericides.org }}</ref> The change in name serves to distinguish it from natural rapeseed oil, which has much higher erucic acid content. Canola oil is considered safe for human consumption,<ref>{{cite journal |last1=Dupont |first1=J |last2=White |first2=PJ |last3=Johnston |first3=HA |last4=McDonald |first4=BE |last5=Grundy |first5=SM |last6=Bonanome |first6=A |date=October 1989 |title=Food safety and health effects of canola oil |journal=Journal of the American College of Nutrition |volume=8 |issue=5 |pages=360–375 |pmid=2691543 |doi=10.1080/07315724.1989.10720311}}</ref><ref name=Mayo>{{cite web |last=Zeratsky |first=Katherine |year=2009 |url=http://www.mayoclinic.com/health/canola-oil/AN01281 |title=Canola Oil: Does it Contain Toxins? |publisher=Mayo Clinic |accessdate=10 August 2011}}</ref> and has a relatively low amount of saturated fat, a substantial amount of monounsaturated fat, with roughly a 2:1 mono- to polyunsaturated fats ratio.<ref name="lin"/> "Limited and not conclusive scientific evidence suggests that eating about 1 1/2 tablespoons (19 grams) of canola oil daily may reduce the risk of coronary heart disease due to the unsaturated fat content in canola oil. To achieve this possible benefit, canola oil is to replace a similar amount of saturated fat and not increase the total number of calories you eat in a day. One serving of this product contains [x] grams of canola oil."<ref>{{cite web |date=6 October 2006 |url= https://www.fda.gov/food/ingredientspackaginglabeling/labelingnutrition/ucm072958.htm |title=Qualified Health Claims, Letter of Enforcement Discretion U.S. Food and Drug Administration: Unsaturated Fatty Acids from Canola Oil and Reduced Risk of Coronary Heart Disease |publisher=US Food and Drug Administration |author=Schneeman BO |access-date=3 September 2008}}</ref> There is a substantial reduction in total cholesterol and low-density lipoprotein (LDL) cholesterol, and an increase in tocopherol levels and improved insulin sensitivity, compared with other sources of dietary fat.<ref name="lin">{{cite journal |vauthors=Lin L, Allemekinders H, Dansby A, Campbell L, Durance-Tod S, Berger A, Jones PJ |title=Evidence of health benefits of canola oil |journal=Nutr. Rev. |volume=71 |issue=6 |pages=370–85 |year=2013 |pmid=23731447 |pmc=3746113 |doi=10.1111/nure.12033}}</ref> Health effects from consuming plant oils rich in alpha-linolenic acid, including canola, stated that there was moderate benefit for lower risk of cardiovascular diseases, bone fractures, and type-2 diabetes.<ref>{{cite journal |pmid=24898228 |year=2014 |last1=Rajaram |first1=S |title=Health benefits of plant-derived α-linolenic acid |journal=The American Journal of Clinical Nutrition |volume=100 Suppl 1 |pages=443S–8S |doi=10.3945/ajcn.113.071514 }}</ref> {| class="wikitable" style="float:right;" |- ! Compound !! Family !! % of total |- | Oleic acid | ω-9 |61%<ref name="ccc">{{cite web |title=Comparison of Dietary Fats Chart |publisher=Canola Council of Canada |accessdate=3 September 2008 |url=https://web.archive.org/web/20060923030316/http://www.ontariocanolagrowers.ca/Publications/dietarychart.pdf }}</ref> |- | Linoleic acid | ω-6 |21%<ref name="ccc"/> |- | Alpha-linolenic acid | ω-3 |11%<ref name="ccc"/> 9%<ref name="usda">USDA National Nutrient Database for Standard Reference, Release 21 (2008)</ref><ref>{{cite web |last1=DeFilippis |first1=Andrew P. |last2=Sperling |first2=Laurence S. |title=Understanding omega-3's |url=https://web.archive.org/web/20071022174611/http://www.biovita.fi/suomi/pdf/understanding_omega3.pdf }}</ref> |- | Saturated fatty acids | |7%<ref name="ccc"/> |- | Palmitic acid | |4%<ref name="usda"/> |- |Stearic acid | |2%<ref name="usda"/> |- |Trans fat | |0.4%<ref name="usda22">USDA National Nutrient Database for Standard Reference, Release 22 (2009)</ref> |- |Erucic acid | |0.01%<ref name="CAN2015">{{cite press release |last=J. Barthet |first=Véronique J. |date=2015 |title=Quality of western Canadian Canola 2015 |url=http://publications.gc.ca/collections/collection_2016/ccg-cgc/A92-14-2015-eng.pdf |location=Canadian Grain Research Laboratory |publisher=Canadian Grain Commission |issn=1700-2222 |accessdate=21 December 2016}}</ref><0.1%<ref name="AUS2016">{{cite press release |last1=D.E. |first1=Seberry |last2=D.W. |first2=McCaffery |last3=T.M. |first3=Kingham |date=2016 |title=Quality of Australian canola 2015–16 |url=http://www.australianoilseeds.com/__data/assets/pdf_file/0019/10873/2015-16_Book.pdf |location=Australia |publisher=NSW Department of Primary Industries – Australian Oilseeds Federation |issn=1322-9397 |accessdate=21 December 2016 }}</ref><ref name="BRA2011">{{cite thesis |last1=Heidy Aguilera Fuentes |first1=Paula |last2=Jose Ogliaria |first2=Paulo |last3=Carlos Deschamps |first3=Francisco |last4=Barrera Arellano |first4=Daniel |last5=Mara Block |first5=Jane |date=2011 |title=Avaliação da Qualidade de Óleos de Soja, Canola, Milho e Girassol Durante o Armazenamento |location=Florianópolis, Brazil |chapter=Agricultural Science Center |publisher=Universidade Federal de Santa Catarina |url=https://repositorio.ufsc.br/bitstream/handle/123456789/95494/297094.pdf |oclc=817268651 |accessdate=21 December 2016}}</ref> |} {{clear}} ==Paintings== The oldest known extant oil paintings date from 650 AD.<ref>{{ cite web |title=Oldest Oil Paintings Found in Afghanistan |author=Rosella Lorenzi |publisher=Discovery News |date=February 19, 2008 |url=https://web.archive.org/web/20110603234713/http://dsc.discovery.com/news/2008/02/19/oldest-oil-painting.html |accessdate=June 3, 2011 }}</ref> ==Lamp oils== Whale oil is preferred for lubricating clocks, because it does not evaporate, leaving dust, although its use was banned in the USA in 1980.<ref>{{ cite web |url=http://www.frankenmuthclock.com/questionscuckoo.htm |title=Bavarian Clock Haus and Frankenmuth Clock Company |work=Frankenmuth Clock Company & Bavarian Clock Haus }}</ref> In the 18th and 19th centuries, whale oil was commonly used for lamps, which was replaced with natural gas and then electricity.<ref>{{cite web|url=http://www.petroleumhistory.org/OilHistory/pages/Whale/whale.html|title=Whale Oil|work=petroleumhistory.org}}</ref> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Agronomy]] * [[Remedy/Alcohols|Alcohols]] * [[Aquaculture]] * [[Forestry]] * [[Fruit and its importance]] * [[Gene project]] * [[Reproductive health/Glandular system|Glandular system]] * [[Genes/Expressions/Hair colors|Hair colors]] * [[Horticulture]] * [[Human skin pigmentation]] * [[Medicine]] * [[Remedy/Minerals|Minerals]] * [[Remedy/Nutraceuticals|Neutraceuticals]] * [[Remedy/Oils|Oils]] * [[Oral Medicine and Oral Pathology/Pigmented lesions of the oromucosa|Pigmented lesions of the oromucosa]] * [[Remedy/Plants|Plants]] * [[Remedy/Polyphenols|Polyphenols]] * [[Pomology]] * [[Remedy/Terpenoids|Terpenoids]] * [[Remedy/Vitamins|Vitamins]] * [[Remedy/Waxes|Waxes]] {{Div col end}} ==References== {{reflist|2}} ==Further reading== * {{ cite journal |author=Eric Braverman |title=Orthomolecular Medicine and Megavitamin Therapy: Future and Philosophy |journal=Orthomolecular Psychiatry |date=1979 |volume=8 |issue=4 |pages=265-72 |url=http://www.orthomolecular.org/library/jom/1979/pdf/1979-v08n04-p265.pdf |arxiv= |bibcode= |doi= |pmid= |accessdate=2014-08-20 }} ==External links== <!-- footer templates --> {{Medicine resources}}{{Sisterlinks|Essential oils}} <!-- categories --> [[Category:Biochemistry]] [[Category:Humanities]] [[Category:Immunology]] [[Category:Psychiatry]] [[Category:Vitamins]] == External Links == * [https://zero1bio.co.uk/products/almond-rosehip-oil-deeply-nourishing-oil-for-dry-mature-skin Informational resource on almond oil for dry skin] skkqxy92ed8rkbq11aisk8li54evwtj 2720610 2720606 2025-07-03T22:07:53Z MathXplore 2888076 Reverted edits by [[Special:Contributions/Saraadam3371|Saraadam3371]] ([[User_talk:Saraadam3371|talk]]) to last version by [[User:Marshallsumter|Marshallsumter]] using [[Wikiversity:Rollback|rollback]] 2388605 wikitext text/x-wiki [[Image:Italian olive oil 2007.jpg|thumb|upright|200px|right|A bottle of olive oil that is used in food is shown. Credit: my friend.]] '''Def.''' "liquid fat"<ref name=OilWikt>{{ cite web |author=[[wikt:User:Polyglot|Polyglot]] |title=oil |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=16 July 2003 |url=https://en.wiktionary.org/wiki/oil |accessdate=17 July 2021 }}</ref> or "petroleum-based liquid used as fuel or lubricant"<ref name=OilWikt1>{{ cite web |author=[[wikt:User:Ortonmc|Ortonmc]] |title=oil |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=13 November 2003 |url=https://en.wiktionary.org/wiki/oil |accessdate=17 July 2021 }}</ref> is called an '''oil'''. ==Fats== '''Def.''' specialized "animal tissue with a high oil content, used for long-term storage of energy"<ref name=FatWikt>{{ cite web |author=[[wikt:User:Dmh|Dmh]] |title=fat |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=12 March 2004 |url=https://en.wiktionary.org/wiki/fat |accessdate=17 July 2021 }}</ref> is called '''fat'''. Oils may be animal fats, vegetable oils, or petrochemicals in origin, and may be volatile or non-volatile.<ref>Oxford English Dictionary (Online ed.). Oxford University Press</ref> Analysis of black walnut fat content in its oil showed the most prevalent fatty acids are linoleic acid (33.8%), followed (in the same units) by oleic acid (15.3%), linolenic acid (2.7%), palmitic acid (1.9%), and stearic acid (1.5%) (USDA table). Black walnut kernels are 5% water, 59% fat, 24% protein, and 10% carbohydrates (table). In a 100 gram reference amount providing 619 calories, the kernels supply several dietary minerals in rich content (20% or more of the Daily Value, DV), including manganese (186% DV) and phosphorus (73% DV) among others, and the B vitamins, B6 (45% DV) and pantothenic acid (33% DV) (table). Black walnut kernels are a moderate source of vitamin E (14% DV). ==Essential oils== '''Def.''' "a volatile oil, used to make perfumes and flavourings, especially one having the characteristic odour of the plant from which it is obtained"<ref name=EssentialOilWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=essential oil |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=14 May 2005 |url=https://en.wiktionary.org/wiki/essential_oil |accessdate=10 August 2021 }}</ref> is called an '''essential oil'''. Essential oils are volatile and liquid aroma compounds from natural sources, usually plants. They are not oils in a strict sense, but often share with oils a poor solubility in water. Essential oils often have an odor and are therefore used in food flavoring and perfumery. They are usually prepared by fragrance extraction techniques (such as distillation, cold pressing, or solvent extraction). Essential oils are distinguished from aroma oils (essential oils and aroma compounds in an oily solvent), infusions in a vegetable oil, absolutes, and concretes. Typically, essential oils are highly complex mixtures of often hundreds of individual aroma compounds. Essential oils of ''Vitex agnus-cactus'' have been found in the fruits and in the leaves: the oil of leaves, unripe and ripe fruits differ in compounds, 50 compounds were identified in the oil of unripe fruits, 51 compounds in the oil of ripe fruits and 46 compounds in the oil of the leaves, 1,8-cineole and sabinene are the main monoterpene components and beta-caryophyllene is the major sesquiterpene compound found in the fruits of ''Vitex agnus-castus''.<ref>{{cite journal |last1=Stojković|first1=Dejan|last2=Soković|first2=Marina|last3=Glamočlija|first3=Jasmina|last4=Džamić|first4=Ana|last5=Ćirić|first5=Ana|last6=Ristić|first6=Mihailo|last7=Grubišić|first7=Dragoljub |title=Chemical composition and antimicrobial activity of ''Vitex agnus-castus'' L. fruits and leaves essential oils |journal=Food Chemistry |date=2011 |volume=128 |issue=4 |pages=1017–1022 |doi=10.1016/j.foodchem.2011.04.007 }}</ref> ===Agar oils=== Agar oil distilled from agarwood (''Aquilaria malaccensis''). Highly prized for its fragrance.<ref>{{cite web |title=Agar |publisher=Nagaon |accessdate=2006-11-17 |url=https://web.archive.org/web/20060920225050/http://nagaon.nic.in/agar.htm }}</ref> {{clear}} * Ajwain oil, distilled from the leaves of (''Carum copticum''). Oil contains 35–65% thymol.<ref>{{cite journal |last1=Singh|first1=Gurdip|last2=Maurya|first2=Sumitra|last3=Catalan|first3=C.|last4=de Lampasona|first4=M. P. |title=Chemical Constituents, Antifungal and Antioxidative Effects of Ajwain Essential Oil and Its Acetone Extract |journal=Journal of Agricultural and Food Chemistry |date=June 2004 |volume=52 |issue=11 |pages=3292–3296 |doi=10.1021/jf035211c|pmid=15161185 }}</ref> * Angelica root oil, distilled from the ''Angelica archangelica''. ===Anise oils=== [[Image:StarAnise.jpg|thumb|The spice star anise is distilled to make star anise oil. Credit: [[c:user:Fanghong|Fanghong]].{{tlx|free media}}]] Anise oil, from the ''Pimpinella anisum'', rich odor of licorice {{clear}} * Asafoetida oil, used to flavor food. * Balsam of Peru, from the ''Myroxylon'', used in food and drink for flavoring, in perfumes and toiletries for fragrance * Basil oil, used in making perfumes, as well as in aromatherapy * Bay leaf oil is used in perfumery and aromatherapy * Bergamot oil, used in aromatherapy and in perfumes. * Black pepper oil is distilled from the berries of ''Piper nigrum''. * Buchu oil, made from the buchu shrub. Considered toxic and no longer widely used. Formerly used medicinally. * Birch oil used in aromatherapy * Camphor oil ''Cinnamomum camphora'' used in cosmetics and household cleaners.<ref>{{Cite journal |last1=Chen|first1=Weiyang|last2=Vermaak|first2=Ilze|last3=Viljoen|first3=Alvaro |date=2013-05-10 |title=Camphor—A Fumigant during the Black Death and a Coveted Fragrant Wood in Ancient Egypt and Babylon—A Review |journal=Molecules |volume=18 |issue=5 |pages=5434–5454 |doi=10.3390/molecules18055434 |pmid=23666009 }}</ref> * Cannabis flower essential oil, used as a flavoring in foods, primarily candy and beverages. Also used as a scent in perfumes, cosmetics, soaps, and candles.<ref>[http://www.hort.purdue.edu/newcrop/ncnu02/v5-284.html Hemp: A New Crop with New Uses for North America], from the [http://www.hort.purdue.edu/newcrop/default.html Purdue University NewCROP Web site].</ref> * Calamodin oil or calamansi essential oil comes from a citrus tree in the Philippines extracted via cold press or steam distillation. * Caraway seed oil, used a flavoring in foods. Also used in mouthwashes, toothpastes, etc. as a flavoring agent.<ref>[http://www.dpi.vic.gov.au/dpi/nreninf.nsf/childdocs/-22C871BE2A0105794A2568B30004D413-45149BF85B8EB0A2CA256BC7008242E5-5F1E116ACE52223C4A256DEA00278232-4AAE0B61F45AB732CA256BCF000BBD4A?open Caraway oil], from the [http://www.dpi.vic.gov.au/dpi/index.htm Victoria, Australia Department of Primary Industries Web site]</ref> * Cardamom seed oil, used in aromatherapy. Extracted from seeds of subspecies of Zingiberaceae (ginger). Also used as a fragrance in soaps, perfumes, etc. * Carrot seed oil, used in aromatherapy. * Cedar oil (or cedarwood oil), primarily used in perfumes and fragrances. ===Chamomile oils=== [[Image:GermanChamomileEssOil.png|thumb|right|200px|German chamomile (''Matricaria recutita'') essential oil is contained in a clear glass vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] * Chamomile oil, there are many varieties of chamomile but only two are used in aromatherapy, Roman and German. German chamomile contains a higher level of the chemical azulene * Calamus oil, ''Acorus calamus'', Used in perfumery and formerly as a food additive * Cinnamon oil, used for flavoring * ''Cistus ladanifer'' leaves and flowers used in perfumery. * Citron oil, used in Ayurveda and perfumery. * Citronella oil, from a plant related to lemon grass is used as an insect repellent ===Clary sage oils=== Sometimes called muscatel. Made by steam or water distillation of ''Salvia sclarea'' flowering tops and foliage. Yields range from 0.7 to 1.5%. A pale yellow to yellow liquid with a herbaceous odor and a winelike bouquet. Produced in large quantities in France, Russia and Morocco. The oil contains linalyl acetate, linalool and other terpene alcohols (sclareol), as well as their acetates.<ref>{{cite book |title=CLARY OIL, In: ''Fenaroli's Handbook of Flavor Ingredients'' | author=George A. Burdock | edition=6th | publisher=Taylor & Francis | date=2010 | pages=327–328 | isbn=978-1-4200-9077-2}}</ref> Clary Sage oil is from ''Salvia sclarea'', used in perfumery and as an additive flavoring in some alcoholic beverages.<ref name="Clebsch">{{cite book |last1=Clebsch|first1=Betsy|last2=Barner|first2=Carol D. |title=The New Book of Salvias |publisher=Timber Press |date=2003 |page=261 |isbn=978-0-88192-560-9 |url=https://books.google.com/books?id=NM0iwB8GrQYC&pg=PA261 }}</ref> {{clear}} * Clove oil used in perfumery and medicinally. ===Coconut oils=== Coconut oil contains only trace amounts of fatty acids (about 0.03 % by mass).<ref>{{ cite journal |last1=Kratzeisen |first1=M. |title=Influence of free fatty acid content of coconut oil on deposit and performance of plant oil pressure stoves |journal=Fuel |date=2010 |volume=89 |issue=7 |pages=1583-1589 |doi=10.1016/j.fuel.2009.08.038 |url=https://www.sciencedirect.com/science/article/abs/pii/S0016236109003986 |accessdate=30 April 2021 }}</ref> Instead it contains esters. In the following content, the expressions "fatty acids" and "acid" below refer to esters rather than carboxylic acids. The approximate concentration of fatty acids in coconut oil (midpoint of range in source): {| class="wikitable sortable" style="text-align: center;" |+ Approximate concentration of fatty acids in coconut oil |- ! Type of fatty acid !! Saturation !! Percentage |- |caprylic acid || saturated C8 || 7 |- |capric acid || saturated C10 || 8 |- |lauric acid || saturated C12 || 48 |- |myristic acid || saturated C14 || 16 |- |palmitic acid || saturated C16 || 9.5 |- |oleic acid || monounsaturated C18:1 || 6.5 |- |Other || polyunsaturated || 5 |} Coconut oil is used for skin, food, and hair. {{clear}} ===Coffee oils=== Coffee oil is used to flavor food. Because the coffee grounds are in direct contact with the water, all the coffee oils remain in the liquid, making it a stronger beverage. {{clear}} * Coriander oil * Costmary oil (bible leaf oil), ''Tanacetum balsamita'', formerly used medicinally in Europe; still used as such in southwest Asia.<ref name=CultPlants>{{cite book |last=Cumo|first=Christopher |title=Encyclopedia of Cultivated Plants A-F |date=2013 |publisher=ABC-CLIO |location=Santa Barbara |isbn=978-1-59884-774-1 |pages=329–332}}</ref> Discovered to contain up to 12.5% of the toxin β-thujone.<ref>[http://www.actahort.org/books/306/306_19.htm ''Tanacetum Balsamita'' L.: A Medicinal Plant from Guadalajara (Spain)], ISHS Acta Horticulturae 306: International Symposium on Medicinal and Aromatic Plants, XXIII IHC</ref> * Costus root oil * Cranberry seed oil, equally high in omega-3 and omega-6 fatty acids, primarily used in the cosmetic industry. * Cubeb oil, used to flavor foods. * Cumin seed oil/black seed oil, used as a flavor, particularly in meat products * ''Fokienia'', Cypress oil, used in cosmetics * Cypriol oil * Curry leaf oil, used to flavor food. ===Dalmatian sage oils=== Also called English, Garden, and True sage oil. Made by steam distillation of ''Salvia officinalis'' partially dried leaves. Yields range from 0.5 to 1.0%. A colorless to yellow liquid with a warm camphoraceous, thujone-like odor and sharp and bitter taste. The main components of the oil are thujone (50%), camphor, pinene, and cineol.<ref>{{citation | author=Karl-Georg Fahlbusch |title=Flavors and Fragrances, In: ''Ullmann's Encyclopedia of Industrial Chemistry'' | edition=7th | publisher=Wiley | date=2007 | doi=10.1002/14356007.a11_141 | page=113}}</ref> ===Davana oils=== [[Image:DavanaEssOil.png|thumb|Davana essential oil is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Davana oil, from the ''Artemisia pallens'', is used as a perfume ingredient. {{clear}} * Dill oil, chemically almost identical to Caraway seed oil. High carvone content. * Elecampane oil * Elemi oil, used as a perfume and fragrance ingredient. Comes from the oleoresins of ''Canarium luzonicum'' and ''Canarium ovatum'' which are common in the Philippines. {{clear}} ===Eucalyptus oils=== [[Image:EucalyptusGlobulusEssOil.png|thumb|Essential oil of Eucalyptus is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Eucalyptus oil, historically used as a germicide. {{clear}} * Fennel seed oil * Fenugreek oil, used for cosmetics from ancient times. * Fir oil * Frankincense oil, used in aromatherapy and in perfumes. * Galangal oil, used to flavor food. * Galbanum oil, used in perfumery.<ref name=Lawrence>LAWRENCE, B.M; "Progress in Essential Oils" 'Perfumer and Flavorist' August/September 1978 vol 3, No 4 p 54</ref><ref name=McAndrew>McANDREW, B.A; MICHALKIEWICZ, D.M; "Analysis of Galbanum Oils". Dev Food Sci. Amsterdam: Elsevier Scientific Publications 1988 v 18 pp 573 – 585</ref> * Garlic oil is distilled from ''Allium sativum''. * Geranium oil, also referred to as geranol. Used in herbal medicine, aromatherapy, and perfumery.<ref name=HSA2006>{{cite web |title=Pelargoniums - An Herb Society of America Fact Sheet |publisher=The Herb Society of America |date=2006 |accessdate=20 December 2012 |url=https://web.archive.org/web/20120227124006/http://www.herbsociety.org/factsheets/pelargoniums_fact.pdf }}</ref> * Ginger oil, used medicinally in many cultures, and has been studied extensively as a nausea treatment, where it was found more effective than placebo.<ref name="nccih">{{cite web |url=http://nccih.nih.gov/health/ginger/ |title=Ginger, NCCIH Herbs at a Glance |publisher=US National Center for Complementary and Integrative Health |accessdate=25 April 2012 }}</ref><ref name="medind">{{ cite journal |last=Marx|first=WM|author2=Teleni L|author3=McCarthy AL|author4=Vitetta L|author5=McKavanagh D|author6=Thomson D|author7=Isenring E. |title=Ginger (Zingiber officinale) and chemotherapy-induced nausea and vomiting: a systematic literature review|journal=Nutr Rev |volume=71 |issue=4 |pages=245–54 |doi=10.1111/nure.12016|pmid=23550785 |date=2013 |url=https://eprints.qut.edu.au/59091/2/Ginger_Article_Nutrition_Reviews_Accepted_Version_%28Recovered%29.pdf }}</ref><ref name="ernst-meta">{{cite journal | last = Ernst | first = E. |author2=Pittler, M.H. | date=1 March 2000 | title = Efficacy of ginger for nausea and vomiting: a systematic review of randomized clinical trials | journal = British Journal of Anaesthesia | volume = 84 | issue = 3 | pages = 367–371 | pmid = 10793599 | doi=10.1093/oxfordjournals.bja.a013442 }}</ref><ref>{{ cite web |url=https://www.nytimes.com/2007/08/21/health/21real.html?_r=0 |date=August 21, 2007 |last=O'Connor |first=Anahad |title=The Claim: Eating Ginger Can Cure Motion Sickness |newspaper=The New York Times }}</ref> * Goldenrod oil used in herbal medicine, ''Solidago'', including treatment of urological problems.<ref>{{cite journal | pmid = 15638071 |date=November 2004 | author = Melzig, M. F. | title = Goldenrod--a classical exponent in the urological phytotherapy | volume = 154 | issue = 21–22 | pages = 523–7 | issn = 0043-5341 | journal = Wiener medizinische Wochenschrift | doi = 10.1007/s10354-004-0118-4 }}</ref> * Grapefruit oil, extracted from the peel of the fruit. Used in aromatherapy. Contains 90% limonene. ===Greek sage oils=== Made by steam distillation of ''Salvia triloba'' leaves. Grows in Greece and Turkey. Yields range from 0.25% to 4%. The oil contains camphor, thujone, and pinene, the dominant component being eucalyptol.<ref>{{citation | author=Ivana Cvetkovikj | title=Essential oil composition of Salvia fruticosa Mill. populations from Balkan Peninsula | journal=Macedonian Pharmaceutical Bulletin | volume=61 | issue=1 | date=2015 | url=http://bulletin.mfd.org.mk/volumes/Volume%2061_1/61_1_004.pdf }}</ref> {{clear}} *Henna oil, used in body art. Known to be dangerous to people with certain enzyme deficiencies.<ref name=pmid11668106>{{Cite journal |authors=Raupp P, Hassan JA, Varughese M, Kristiansson B |title=Henna causes life threatening haemolysis in glucose-6-phosphate dehydrogenase deficiency |journal=Archives of Disease in Childhood |volume=85 |issue=5 |pages=411–2 |date=November 2001 |pmid=11668106 |doi=10.1136/adc.85.5.411 }}</ref> Pre-mixed pastes are considered dangerous, primarily due to adulterants.<ref name=pmid17713170>{{Cite journal |authors=Dron P, Lafourcade MP, Leprince F, |title=Allergies associated with body piercing and tattoos: a report of the Allergy Vigilance Network |journal=European Annals of Allergy and Clinical Immunology |volume=39 |issue=6 |pages=189–92 |date=June 2007 |pmid=17713170 }}</ref><ref name=pmid16842550>{{Cite journal |authors=Kang IJ, Lee MH |title=Quantification of para-phenylenediamine and heavy metals in henna dye |journal=Contact Dermatitis |volume=55 |issue=1 |pages=26–9 |date=July 2006 |pmid=16842550 |doi=10.1111/j.0105-1873.2006.00845.x }}</ref> * Helichrysum oil * Hickory nut oil * Horseradish oil * Hyssop * Idaho-grown Tansy * Jasmine oil, used for its flowery fragrance. ===Judaean sage oils=== Made by steam distillation of ''Salvia judaica'' leaves. The oil contains mainly cubebene and ledol.<ref>{{cite journal | author=Andrea Böszörményi | title=Chemical and Genetic Relationships among Sage (''Salvia officinalis'' L.) Cultivars and Judean Sage (Salvia judaica Boiss.) | journal=Journal of Agricultural and Food Chemistry | volume=57 | issue=11 | date=2009 | doi=10.1021/jf9005092 }}</ref> {{clear}} * Juniper berry oil, used as a flavor. * ''Laurus nobilis'' ===Lavender oils=== [[Image:LavenderEssentialOil.png|thumb|right|200px|A glass vial of lavender oil is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Lavender oil is used primarily as a fragrance. Two forms are distinguished, ''lavender flower oil'', a colorless oil, insoluble in water, having a density of 0.885&nbsp;g/mL; and ''lavender spike oil'', a distillate from the herb ''Lavandula latifolia'', having density 0.905&nbsp;g/mL. Like all essential oils, it is not a pure compound; it is a complex mixture of phytochemicals, including linalool and linalyl acetate. Lavender oil has long been used as a perfume, for aromatherapy, and for skin applications.<ref name="Sarkic">{{cite journal | last1=Sarkic | first1=Asja | last2=Stappen | first2=Iris | name-list-style = vanc | title=Essential oils and their single compounds in cosmetics: A critical review | journal=Cosmetics | volume=5 | issue=1 | pages=11 | date=12 January 2018 | issn=2079-9284 | doi=10.3390/cosmetics5010011 }}</ref><ref>{{cite book | vauthors =Groom N |title=The New Perfume Handbook |date=1997 |publisher=Blackie Academic & Professional |isbn=978-0-7514-0403-6 |edition=2nd}}</ref> Lavender oil is used in massage therapy as a way of inducing relaxation through direct skin contact.<ref>{{Cite journal | vauthors = Fismer KL, Pilkington K |date=2012|title=Lavender and sleep: A systematic review of the evidence |journal=European Journal of Integrative Medicine |volume=4 |issue=4 |pages=e436–e447 |doi=10.1016/j.eujim.2012.08.001 }}</ref> Lavender oil is poisonous, due to the components linalyl acetate and linalool, and should not be ingested.<ref>{{cite web | url = https://medlineplus.gov/ency/article/002711.htm | title = Lavender oil | work = MedlinePlus | publisher = U.S. National Library of Medicine, U.S. Department of Health and Human Services | accessdate = January 9, 2020 | quote = Poisonous Ingredient: It is mainly the linalyl acetate and linalool in lavender oil that are poisonous.}}</ref> In Australia, lavender oil is one of the many essential oils that have been increasingly causing cases of poisoning, mostly of children. In the period 2014-2018 there were 271 reported cases in New South Wales, accounting for 6.1% of essential oil poisoning incidents.<ref name=lee>{{cite journal | vauthors = Lee KA, Harnett JE, Cairns R | title = Essential oil exposures in Australia: analysis of cases reported to the NSW Poisons Information Centre | journal = The Medical Journal of Australia | date = November 2019 | volume = 212 | issue = 3 | pages = 132–133 | pmid = 31709543 | doi = 10.5694/mja2.50403 |url = https://sydney.edu.au/news-opinion/news/2019/12/09/essential-oil-poisoning-calls-on-the-rise-children-most-affected.html }}</ref> Other potential adverse effects include a sedative effect and contact dermatitis as an allergic reaction, possibly resulting from major lavender oil constituents: camphor, terpinen-4-ol, linalool and linalyl acetate.<ref name="Els">{{cite journal | vauthors = Elshafie HS, Camele I | title = An Overview of the Biological Effects of Some Mediterranean Essential Oils on Human Health | journal = BioMed Research International | volume = 2017 | pages = 9268468 | date = 5 November 2017 | pmid = 29230418 | pmc = 5694587 | doi = 10.1155/2017/9268468 }}</ref><ref name="Sarkic"/> {{clear}} * ''Ledum'' * Lemon oil, similar in fragrance to the fruit. Unlike other essential oils, lemon oil is usually cold pressed. Used in cosmetics. * Lemongrass. Lemongrass is a highly fragrant grass from India. The oil is very useful for insect repellent. * Lime * ''Litsea cubeba'' oil, lemon-like scent, often used in perfumes and aromatherapy. * Linalool * Mandarin orange * Marjoram * Melissa oil (Lemon balm), sweet smelling oil * Mint oil, used in flavoring toothpastes, mouthwashes and pharmaceuticals, as well as in aromatherapy, ''Mentha arvensis'' oil. * ''Moringa oleifera'' oil, can be used directly on the skin and hair. It can also be used in soap and as a base for other cosmetics. * Mountain Savory, Winter savory. * Mugwort oil, used in ancient times for medicinal and magical purposes. Currently considered to be a neurotoxin. * Mustard oil from mixing seeds with water, containing a high percentage of allyl isothiocyanate or other isothiocyanates, depending on the species of mustard * Myrrh oil, warm, slightly musty smell. * Myrtle, ''Myrtus communis''. * Neem oil or neem tree oil * Neroli is produced from the blossom of the bitter orange tree. * Nutmeg oil * Orange oil, like lemon oil, cold pressed rather than distilled. Consists of 90% d-Limonene. Used as a fragrance, in cleaning products and in flavoring foods. * Oregano oil, contains thymol and carvacrol * Orris oil is extracted from the roots of the Florentine iris (''Iris florentina''), ''Iris germanica'' and ''Iris pallida''. It is used as a flavouring agent, in perfume, and medicinally.<ref>{{cite web | url=http://www.britannica.com/eb/article-9057461/orris-oil | publisher=Encyclopædia Britannica | title=Orris oil |accessdate=2006-11-20 }}</ref> * Palo Santo, ''Bursera graveolens'', * Parsley oil, used in soaps, detergents, colognes, cosmetics and perfumes, especially men's fragrances. * Patchouli oil, very common ingredient in perfumes. * Perilla essential oil, extracted from the leaves of the perilla plant. Contains about 50–60% perillaldehyde. * Pennyroyal oil, ''Mentha pulegium'', highly toxic. It is abortifacient and can even in small quantities cause acute liver and lung damage. * Peppermint oil * Petitgrain * Pine oil, used as a disinfectant, and in aromatherapy. * ''Ravensara aromatica'' * Red Cedar, ''Juniperus virginiana''. ===Roman Chamomile oils=== [[Image:RomanChamomileEssOil.png|thumb|right|200px|Roman chamomile (''Chamaemelum nobile'') essential oil]] Chamomile essential oil contains sesquiterpenes, terpene lactones (including the blue compound, chamazulene), acetylene derivatives, and polyphenols, which contribute to the fragrance and may be extracted individually.<ref name="drugs">{{cite web |title=Chamomile |url=https://www.drugs.com/npp/chamomile.html |publisher=Drugs.com |accessdate=7 February 2021 |date=10 December 2020}}</ref> * Rose oil, distilled from rose petals, used primarily as a fragrance. * Rosehip oil, distilled from the seeds of the ''Rosa rubiginosa'' or ''Rosa mosqueta''. * Rosemary oil, distilled from the flowers of ''Rosmarinus officinalis''. * Rosewood oil, used primarily for skin care applications. ===Myrrh oils=== [[Image:MyrrhEssentialOil.png|thumb|upright|An essential oil extracted from myrrh (''Commiphora myrrha'') is shown. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Myrrh is mentioned as a rare perfume. {{clear}} ===Sandalwood oils=== [[Image:SandalwoodEssOil.png|thumb|A glass vial contains sandalwood oil. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Sandalwood oil is used primarily as a fragrance: pleasant and woody.<ref>{{cite book |title=Flavours and fragrances of plant origin |chapter=Sandalwood oil |accessdate=2006-07-25 |author=FAO |url=https://web.archive.org/web/20060719132056/http://www.fao.org/docrep/V5350e/V5350e08.htm }}</ref> {{clear}} * Sassafras oil, from sassafras root bark. Used in aromatherapy, soap-making, perfumes, and the like. Formerly used as a spice, and as the primary flavoring of root beer, ''inter alia''. Sassafras oil is heavily regulated in the United States due to its high safrole content.<ref name="diversionDEA">{{cite web |title=Title 21 Code of Federal Regulations |issue=21 |date=January 27, 2012 |volume=§1310.04 |url=http://www.deadiversion.usdoj.gov/21cfr/cfr/1310/1310_04.htm |accessdate=May 18, 2016 }}</ref> * Savory oil, from ''Satureja'' species. Used in aromatherapy, cosmetic and soap-making applications. * ''Schisandra chinensis'' oil ===Spanish sage oils=== Made by steam distillation of ''Salvia lavandulifolia'' leaves and twigs. A colorless to pale yellow liquid with the characteristic camphoraceous odor. Unlike Dalmatian sage oil, Spanish sage oil contains no or only traces of thujone; camphor and eucalyptol are the major components. * Spearmint oil, often used in flavoring mouthwash and chewing gum, among other applications. {{clear}} * Spikenard * Spruce oil * Star anise oil, highly fragrant oil using in cooking. Also used in perfumery and soaps, has been used in toothpastes, mouthwashes, and skin creams.<ref>{{cite book |title=Herbs: An Indexed Bibliography |author1=J.E. Simon, A.F. Chadwick |author2=L.E. Craker |chapter=Anise |date=1984 |url=http://www.hort.purdue.edu/newcrop/med-aro/factsheets/ANISE.html}}, cited on the [http://www.hort.purdue.edu/newcrop/ Purdue Center for New Crops Web site]</ref> 90% of the world's star anise crop is used in the manufacture of Tamiflu, a drug used to treat influenza, and is hoped to be useful for H5N1 (avian flu). * Tangerine * Tarragon oil, distilled from ''Artemisia dracunculus'' ===Tea tree oils=== Tea tree oil is extracted from ''Melaleuca alternifolia''. {{clear}} * Thyme oil * Tsuga belongs to the pine tree family. ===Turmeric oils=== The golden yellow color of turmeric is due to curcumin.<ref name="pubchem">{{cite web |title=Curcumin |url=https://pubchem.ncbi.nlm.nih.gov/compound/969516 |publisher=PubChem, US National Library of Medicine |access-date=25 November 2020 |date=21 November 2020}}</ref> It also contains an orange-colored (essential) volatile oil.<ref name=E100>{{cite web| url= http://www.ukfoodguide.net/e100.htm |title= E100: Curcumin| website= UKfoodguide.net| access-date= 14 April 2017}}</ref> ===Valerian oils=== [[Image:ValerianEssentialOil.png|thumb|right|200px|Valerian (''V. officinalis'') essential oil is shown in a vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] The chief constituent of Valerian is a yellowish-green to brownish-yellow oil present in the dried root, varying in content from 0.5 to 2.0%. This variation in quantity may be determined by location; a dry, stony soil yields a root richer in oil than moist, fertile soil.<ref name="botanical">{{cite web |title=Valerian |accessdate=2007-04-15 |publisher=Botanical.com |url=https://web.archive.org/web/20061110083410/http://botanical.com/botanical/mgmh/v/valeri01.html }}</ref> The volatile oils that form the active ingredient are pungent, somewhat reminiscent of well-matured cheese, though some people remain partial to the earthy scent, others find it unpleasant, comparing the odor to that of unwashed feet.<ref>Harrington, H.D., ''Edible Native Plants Of The Rocky Mountains'', The University of New Mexico Press, 1967, LCCN 67-29685, p. 225</ref> {{clear}} * Warionia, used as a perfume ingredient * Vetiver oil (khus oil) a thick, amber oil, primarily from India. Used as a fixative in perfumery, and in aromatherapy. * Western red cedar * Wintergreen ===Yarrow oils=== [[Image:YarrowEssentialOil.png|thumb|right|upright|200px|Yarrow (''Achillea millefolium'') essential oil is in a colorless glass vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Yarrow can be used for dying wool as it contains apigenin and luteolin. Depending on the mordant the color may be green to yellow.<ref name=Kiumarsi2009>{{cite journal | title = ''Achillea Millefolium'', a New Source of Natural Dye for Wool Dyeing | url = https://www.sid.ir/en/journal/ViewPaper.aspx?ID=226555 | last1 = Kiumarsi | last2 = Abomahboub | last3 = Rashedi | last4 = Parvinzadeh | journal = Progress in Color, Colorants and Coatings | volume = 2 | issue = 2 | pages = 87–93 | year = 2009}}</ref> The dark blue essential oil of yarrow contains chemicals called proazulenes.<ref>{{Cite journal |jstor = 4201352|title = Predicting Presence of Proazulenes in the Achillea millefolium Group|last1 = Michler|first1 = Barbara|last2 = Arnold|first2 = Carl-Gerold|s2cid = 12541991|journal = Folia Geobotanica|year = 1999|volume = 34|issue = 1|pages = 143–161|doi = 10.1007/BF02803081}}</ref> {{clear}} * Ylang-ylang {{clear}} ==Lipids== '''Def.''' any "of a group of organic compounds including the fats, oils, waxes, sterols, and triglycerides,<ref name=LipidWikt>{{ cite web |author=[[wikt:User:Poccil|Poccil]] |title=lipid |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=18 October 2004 |url=https://en.wiktionary.org/wiki/lipid |accessdate=17 July 2021 }}</ref> characterized by being insoluble in water,<ref name=LipidWikt1>{{ cite web |author=[[wikt:User:141.157.16.194|141.157.16.194]] |title=lipid |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=30 September 2005 |url=https://en.wiktionary.org/wiki/lipid |accessdate=17 July 2021 }}</ref> and account for most of the fat present in the human body"<ref name=LipidWikt1/> is called a '''lipid'''. Lipids can be classified by the way that they are made by an organism, their chemical structure and their limited solubility in water compared to oils, have a high carbon and hydrogen content and are considerably lacking in oxygen compared to other organic compounds and minerals; they tend to be relatively nonpolar molecules, but may include both polar and nonpolar regions as in the case of phospholipids and steroids.<ref name=alberts>Alberts, Bruce; Johnson, Alexander; Lewis, Julian; Raff, Martin; Roberts, Keith; Walter, Peter. ''Molecular Biology of the Cell''. New York: Garland Science, 2002, pp. 62, 118-119.</ref> ==Petroleum== '''Def.''' a "flammable liquid ranging in color from clear to very dark brown and black, consisting mainly of hydrocarbons, occurring naturally in deposits under the Earth's surface"<ref name=PetroleumWikt>{{ cite web |author=[[wikt:User:Stalker~enwiktionary|Stalker~enwiktionary]] |title=petroleum |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=13 November 2003 |url=https://en.wiktionary.org/wiki/petroleum |accessdate=2015-01-09 }}</ref> is called a '''petroleum'''. '''Def.''' "any compound derived from petroleum or natural gas"<ref name=PetrochemicalWikt>{{ cite web |author=[[wikt:User:SemperBlotto|SemperBlotto]] |title=petrochemical' |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=18 October 2005 |url=https://en.wiktionary.org/wiki/petrochemical' |accessdate=17 July 2021 }}</ref> is called a '''petrochemical'''. Crude oil, or petroleum, and its refined components, collectively termed ''petrochemicals'', originates from ancient fossilized organic materials, such as zooplankton and algae, which geochemical processes convert into oil.<ref> {{ cite journal |doi=10.1016/j.orggeochem.2005.09.001 |title=Organic geochemistry – A retrospective of its first 70 years |date=2006 |last1=Kvenvolden|first1=Keith A. |journal=Organic Geochemistry |volume=37 |page=1 |url=https://zenodo.org/record/1000677 }}</ref> A {{convert|42|USgal|impgal L|adj=on}} barrel of crude oil produces approximately {{convert|10|USgal|impgal L}} of diesel, {{convert|4|USgal|impgal L}} of jet fuel, {{convert|19|USgal|impgal L}} of gasoline, {{convert|7|USgal|impgal L}} of other products, {{convert|3|USgal|impgal L}} split between heavy fuel oil and liquified petroleum gases,<ref name=EIA>[http://www.eia.gov/energyexplained/index.cfm?page=oil_home U.S. Energy Information Administration (EIA)] — Retrieved 2011-10-02.</ref> and {{convert|2|USgal|impgal L}} of heating oil. The total production of a barrel of crude into various products results in an increase to {{convert|45|USgal|impgal L}}.<ref name=EIA/> ''Petrochemicals'' are the refined components of crude oil<ref>{{Cite book|url=https://books.google.com/books?id=Eya6BQAAQBAJ&pg=PA2|title=Oil Pollution in the Baltic Sea|last1=Kostianoy|first1=Andrey G.|last2=Lavrova|first2=Olga Yu|date=2014-07-08|publisher=Springer|isbn=9783642384769 }}</ref> ==Cooking oils== Cooking oils are derived either from animal fat, as butter, lard and other types, or plant oils from the olive, corn (maize), sunflowers and many other species.<ref>{{cite web |last1=Brown |first1=Jessica |title=Which cooking oil is the healthiest? |url=https://www.bbc.com/future/article/20200903-which-cooking-oil-is-the-healthiest |website=www.bbc.com |publisher=BBC |accessdate=18 May 2021}}</ref> ==Animal oils== Whale oil is preferred for lubricating clocks, because it does not evaporate, leaving dust, although its use was banned in the USA in 1980.<ref>{{ cite web |url=http://www.frankenmuthclock.com/questionscuckoo.htm |title=Bavarian Clock Haus and Frankenmuth Clock Company |work=Frankenmuth Clock Company & Bavarian Clock Haus }}</ref> In the 18th and 19th centuries, whale oil was commonly used for lamps, which was replaced with natural gas and then electricity.<ref>{{cite web|url=http://www.petroleumhistory.org/OilHistory/pages/Whale/whale.html|title=Whale Oil|work=petroleumhistory.org}}</ref> ==Vegetable oils== {|class="wikitable sortable" border="1" |+ align="center" | Properties of vegetable oils<ref name="USDA ndbcolumn">{{cite web|url=https://fdc.nal.usda.gov/|title= US National Nutrient Database, Release 28|date=May 2016|publisher= United States Department of Agriculture}} All values in this table are from this database unless otherwise cited.</ref><ref>{{cite web|title=Fats and fatty acids contents per 100 g (click for "more details"). Example: Avocado oil (user can search for other oils).|url=http://nutritiondata.self.com/facts/fats-and-oils/620/2|publisher=Nutritiondata.com, Conde Nast for the USDA National Nutrient Database, Standard Release 21|access-date=7 September 2017|date=2014}} Values from Nutritiondata.com (SR 21) may need to be reconciled with most recent release from the USDA SR 28 as of Sept 2017.</ref> |- ! style="text-align:left;" rowspan=2| Type !! rowspan=2| Processing<br>treatment<ref name="The margarine shall be made from one or more of the following vegetable oils; canola, safflower, sunflower, corn, soybean, or peanut oil.">{{cite web |title=USDA Specifications for Vegetable Oil Margarine Effective August 28, 1996 |url=https://www.ams.usda.gov/sites/default/files/media/vegetableoilmargaine.pdf}}</ref> !! rowspan=2|Saturated<br>fatty acids !! colspan=2 rowspan=1|Monounsaturated<br>fatty acids !! colspan=4|Polyunsaturated<br>fatty acids !!rowspan=2|Smoke point |- ! Total<ref name="USDA ndbcolumn" /> !! rowspan=1|Oleic<br>acid<br>(ω-9) !! Total<ref name="USDA ndbcolumn" /> !! α-Linolenic<br>acid<br>(ω-3) !! Linoleic<br>acid<br>(ω-6) !! ω-6:3<br>ratio |- align="center" | {{#ifeq: {{PAGENAME}} | Almond oil | bgcolor="#ffff66" |}} | align="left" | Almond oil || || || || || || || || || {{convert|216|°C}}<ref name="BoH" /> |- align="center" | {{#ifeq: {{PAGENAME}} | Avocado oil | bgcolor="#ffff66" |}} | align="left" | Avocado oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/173573/nutrients|title=Avocado oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 11.6 || 70.6 || 52-66<ref>{{Cite web|url=http://www.bashaar.org.il/files/7282.pdf|title=Changes in dry matter, oil content and fatty acids composition of avocado during harvesting time and post-harvesting ripening period|author1=Feramuz Ozdemir |author2=Ayhan Topuz|date=May 2003|publisher=Elsevier|accessdate=15 January 2020}}</ref> || 13.5 || 1 || 12.5 || 12.5:1 || {{convert|250|C|F}}<ref>{{Cite web|url=https://www.aocs.org/stay-informed/inform-magazine/featured-articles/what-is-unrefined-extra-virgin-cold-pressed-avocado-oil-april-2010|title=What is unrefined, extra virgin cold-pressed avocado oil?|author1=Marie Wong |author2=Cecilia Requejo-Jackman |author3=Allan Woolf|date=April 2010|website=Aocs.org|publisher=The American Oil Chemists’ Society|access-date=26 December 2019}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Black walnut oil | bgcolor="#ffff66" |}} | align="left" | Black walnut<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/173573/nutrients|title=Black walnut oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 3.5 || 15.4 || || 36.4 || 2.7 || 33.8 || 12.5:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Brazil nut oil | bgcolor="#ffff66" |}} | align="left" | Brazil nut<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/?query=ndbNumber:4581&format=|title=Brazil nut oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 24.8 || 32.7 || 31.3 || 42.0 || 0.1 || 41.9 || 419:1 || {{convert|406|°F|°C|order=flip}}<ref name=Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Canola oil | bgcolor="#ffff66" |}} | align="left" | Canola oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/172336/nutrients|title=Canola oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 7.4 || 63.3 || 61.8 || 28.1 || 9.1 || 18.6|| 2:1 || {{convert|238|C|F}}<ref name="Rao">{{Cite journal |last1=Katragadda |first1=H. R. |last2=Fullana |first2=A. S. |last3=Sidhu |first3=S. |last4=Carbonell-Barrachina |first4=Á. A. |title=Emissions of volatile aldehydes from heated cooking oils |doi=10.1016/j.foodchem.2009.09.070 |journal=Food Chemistry |volume=120 |pages=59–65 |year=2010 |url=https://www.researchgate.net/publication/248511136}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Cashew oil | bgcolor="#ffff66" |}} | align="left" | Cashew oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Chia seed | bgcolor="#ffff66" |}} | align="left" | Chia seed || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Cocoa butter oil | bgcolor="#ffff66" |}} | align="left" | Cocoa butter oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Coconut oil | bgcolor="#ffff66" |}} | align="left" | Coconut oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171412/nutrients|title=Coconut oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 82.5 || 6.3 || 6 || 1.7 || || || || {{convert|347|F|C|order=flip}}<ref name=Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Corn oil | bgcolor="#ffff66" |}} | align="left" | Corn oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171029/nutrients|title=Corn oil, industrial and retail, all purpose salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 12.9 || 27.6 || 27.3 || 54.7 || 1 || 58 || 58:1 || {{convert|450|°F|°C|order=flip}}<ref name=post>{{cite news |title=Where There's Smoke, There's a Fryer |first=Robert L. |last=Wolke|url=https://www.washingtonpost.com/wp-dyn/content/article/2007/05/15/AR2007051500398.html|newspaper=The Washington Post |date=May 16, 2007 |accessdate=March 5, 2011}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Cottonseed oil | bgcolor="#ffff66" |}} | align="left" | Cottonseed oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171024/nutrients|title=Cottonseed oil, salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 25.9 || 17.8 || 19 || 51.9 || 1 || 54 || 54:1 || {{convert|420|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | Cottonseed oil | bgcolor="#ffff66" |}} | align="left" | Cottonseed oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171441/nutrients|title=Cottonseed oil, industrial, fully hydrogenated, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> ||Hydrogenated fat#Food industry|Hydrogenated|| 93.6 || 1.5 || || 0.6 || 0.2 || 0.3 || 1.5:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Grape seed oil | bgcolor="#ffff66" |}} | align="left" | Grape seed oil || &nbsp;|| 10.5 || 14.3 || 14.3 &nbsp;|| 74.7 || - || 74.7 || very high || {{convert|421|°F|°C|order=flip}}<ref name="nmi">{{cite journal | vauthors = Garavaglia J, Markoski MM, Oliveira A, Marcadenti A | title = Grape Seed Oil Compounds: Biological and Chemical Actions for Health | journal = Nutrition and Metabolic Insights | volume = 9 | pages = 59–64 | year = 2016 | pmid = 27559299 | doi = 10.4137/NMI.S32910 }}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Hemp oil | bgcolor="#ffff66" |}} | align="left"| Hemp oil<ref>{{cite journal | vauthors = Callaway J, Schwab U, Harvima I, Halonen P, Mykkänen O, Hyvönen P, Järvinen T | s2cid = 18445488 | title = Efficacy of dietary hempseed oil in patients with atopic dermatitis | journal = The Journal of Dermatological Treatment | volume = 16 | issue = 2 | pages = 87–94 | date = April 2005 | pmid = 16019622 | doi = 10.1080/09546630510035832 }}</ref> || || 7.0 || 9.0 || 9.0 || 82.0 || 22.0 || 54.0 || 2.5:1 || {{convert|330|°F|°C|order=flip}}<ref>{{cite web |url=https://www.veghealth.com/nutrition-tables/Smoke-Points-of-Oils-table.pdf |title=Smoke points of oils}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Linseed oil | bgcolor="#ffff66" |}} | align="left" | Linseed oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/167702/nutrients|title=Linseed/Flaxseed oil, cold pressed, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 9.0 || 18.4 || 18 || 67.8 || 53 || 13 || 0.2:1 || {{convert|225|°F|°C|order=flip}} |- align="center" | {{#ifeq: {{PAGENAME}} | Mustard oil | bgcolor="#ffff66" |}} | align="left" | Mustard oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Olive oil | bgcolor="#ffff66" |}} | align="left" | Olive oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171413/nutrients|title=Olive oil, salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 13.8 || 73.0 || 71.3 || 10.5 || 0.7 || 9.8|| 14:1 || {{convert|380|°F|°C|order=flip}}<ref name = Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Palm oil | bgcolor="#ffff66" |}} | align="left" | Palm oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171015/nutrients|title=Palm oil, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 49.3 || 37.0 || 40 || 9.3 || 0.2 || 9.1 || 45.5:1 || {{convert|455|°F|°C|order=flip}} |- align="center" | {{#ifeq: {{PAGENAME}} | Palm oil | bgcolor="#ffff66" |}} | align="left" | Palm oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/173603/nutrients|title=Palm oil, industrial, fully hydrogenated, filling fat, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> ||Hydrogenated fat|| 88.2 || 5.7 || || 0 || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Peanut oil | bgcolor="#ffff66" |}} | align="left" | Peanut oil{{sfnp|Vegetable Oils in Food Technology|2011|p=61}} || || 20.3 || 48.1 || 46.5 || 31.5 || 0 || 31.4 || very high || {{convert|450|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | Pecan oil | bgcolor="#ffff66" |}} | align="left" | Pecan oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Perilla oil | bgcolor="#ffff66" |}} | align="left" | Perilla oil || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Rice bran oil | bgcolor="#ffff66" |}} | align="left" | Rice bran oil || || || || || || || || || {{convert|232|°C}}<ref>{{cite web|url=http://www.ricebranoil.biz/spec/rbdd.html|title=Rice bran oil|publisher= RITO Partnership |access-date=22 January 2021}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | Safflower oil | bgcolor="#ffff66" |}} | align="left" | Safflower oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171027/nutrients|title=Safflower oil, salad or cooking, high oleic, primary commerce, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 7.5 || 75.2 ||75.2 ||12.8 || 0 || 12.8 || very high || {{convert|212|C|F}}<ref name = Rao/> |- align="center" | {{#ifeq: {{PAGENAME}} | Sesame oil | bgcolor="#ffff66" |}} | align="left" | Sesame oil<ref>{{cite web |department=FoodData Central |url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171016/nutrients|title=Oil, sesame, salad or cooking |website=fdc.nal.usda.gov}}</ref> ||?|| 14.2 || 39.7 || 39.3 || 41.7 || 0.3 || 41.3 || 138:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Soybean oil | bgcolor="#ffff66" |}} | align="left" | Soybean oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171012/nutrients|title=Soybean oil, salad or cooking, (partially hydrogenated), fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> ||Hydrogenated fat#Food industry|Partially hydrogenated|| 14.9 || 43.0 || 42.5 || 37.6 ||2.6 || 34.9 || 13.4:1 || |- align="center" | {{#ifeq: {{PAGENAME}} | Soybean oil | bgcolor="#ffff66" |}} | align="left" | Soybean oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171411/nutrients|title=Soybean oil, salad or cooking, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|accessdate=6 September 2017}}</ref> || || 15.6 || 22.8 || 22.6 ||57.7 || 7 || 51 || 7.3:1 || {{convert|460|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | St. John's oil | bgcolor="#ffff66" |}} | align="left" | St. John's oil<ref name="nccihStJohns">{{cite web|title=St. John's Wort|url=https://nccih.nih.gov/health/stjohnswort/ataglance.htm|publisher=National Center for Complementary and Integrative Health, US National Institutes of Health|accessdate=1 February 2018|date=September 2016}}</ref> || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Sunflower oil | bgcolor="#ffff66" |}} | align="left" | Sunflower oil<ref>{{cite web|url=https://ndb.nal.usda.gov/ndb/foods/show/04506|title=Sunflower oil, 65% linoleic, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=15 November 2018}}</ref> || || 10.3 ||19.5 || 19.5 || 65.7 || 0 || 65.7|| very high || {{convert|440|°F|°C|order=flip}}<ref name=post/> |- align="center" | {{#ifeq: {{PAGENAME}} | Sunflower oil | bgcolor="#ffff66" |}} | align="left" | Sunflower oil (< 60% linoleic)<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171017/nutrients|title=Sunflower oil, less than 60% of total fats as linoleic acid, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 10.1 ||45.4 || 45.3 || 40.1 || 0.2 || 39.8 || 199:1 |- align="center" | {{#ifeq: {{PAGENAME}} | Sunflower oil | bgcolor="#ffff66" |}} | align="left" | Sunflower oil (> 70% oleic)<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/172338/nutrients|title=Sunflower oil, high oleic - 70% or more as oleic acid, fat composition, 100 g |date=May 2016|publisher= US National Nutrient Database, Release 28, United States Department of Agriculture|access-date=6 September 2017}}</ref> || || 9.9 ||83.7 || 82.6 || 3.8 || 0.2 || 3.6 || 18:1 || {{convert|450|°F|°C|order=flip}}<ref name="jonbarron.org">{{cite web|url=http://jonbarron.org/diet-and-nutrition/healthiest-cooking-oil-chart-smoke-points |title=Smoke Point of Oils |work=Baseline of Health |publisher=Jonbarron.org |date=2012-04-17 |access-date=2016-05-28}}</ref> |- align="center" | {{#ifeq: {{PAGENAME}} | ''Vigna mungo'' | bgcolor="#ffff66" |}} | align="left" | ''Vigna mungo'' || || || || || || || || || |- align="center" | {{#ifeq: {{PAGENAME}} | Walnut oil | bgcolor="#ffff66" |}} | align="left" | Walnut oil<ref>{{cite web|url=https://fdc.nal.usda.gov/fdc-app.html#/food-details/171030/nutrients|title=Walnut oil, fat composition, 100 g|publisher= US National Nutrient Database, United States Department of Agriculture}}</ref> || unrefined || 9.1 || 22.8 || 22.2 || 63.3 || 10.4 || 52.9 || 5:1 || {{convert|160|°C}}<ref name="BoH">{{cite web|url=http://jonbarron.org/diet-and-nutrition/healthiest-cooking-oil-chart-smoke-points |title=Smoke Point of Oils |work=Baseline of Health |publisher=Jonbarron.org}}</ref> |- align="center" class=sortbottom | colspan=10| <span style="font-size:small;">The nutritional values are expressed as percent (%) by mass of total fat.</span> |} ===Almond oils=== [[Image:SweetAlmondOil.png|thumb|left|upright=0.5|250px|Sweet Almond (''Prunus dulcis'') Oil is shown in clear glass vial. Credit: [[c:user:Itineranttrader|Itineranttrader]].{{tlx|free media}}]] Almonds are a rich source of oil, with 50% of kernel dry mass as fat (whole almond nutrition table). In relation to total dry mass of the kernel, almond oil contains 32% monounsaturated oleic acid (an omega-9 fatty acid), 13% linoleic acid (a polyunsaturated Omega-6 fatty acid|omega-6 essential fatty acid), and 10% saturated fatty acid (mainly as palmitic acid, USDA link in table). Linolenic acid, a polyunsaturated omega-3 fat, is not present (table). Almond oil is a rich source of vitamin E, providing 261% of the Daily Value per 100 ml (table). When almond oil is analyzed separately and expressed per 100 grams as a reference mass, the oil provides {{convert|884|kcal|kJ|order=flip|abbr=on}} of food energy, 8 grams of saturated fat (81% of which is palmitic acid), 70 grams of oleic acid, and 17 grams of linoleic acid (oil table). ''Oleum amygdalae'', the fixed oil, is prepared from either sweet or bitter almonds, and is a glyceryl oleate with a slight odour and a nutty taste. It is almost insoluble in ethanol but readily soluble in chloroform or diethyl ether. Almond oil is obtained from the dried kernel of almonds.<ref name=Soler>{{cite journal |title=Oil content and fatty acid composition of developing almond seeds |authors=Soler L, Canellas J, Saura-Calixto F |journal=J Agric Food Chem |year=1988 |volume=36 |issue=4 |pages=695–697 |doi=10.1021/jf00082a007 |hdl=10261/90477 }}</ref> Sweet almond oil is used as a carrier oil in aromatherapy and cosmetics while bitter almond oil, containing benzaldehyde, is used as a food flavouring and in perfume.<ref name="van Wyk 2019">{{cite book |last1=van Wyk |first1=Ben-Erik |title=Food plants of the world |date=2019 |publisher=CABI |isbn=9781789241303 |page=342 |edition=2nd}}</ref> {{clear}} ===Annatto oils=== [[Image:Urucum virgim oil.JPG|thumb|right|300px|Virgim oil of Urucum or annatto oil is shown. Credit: [[c:user:P. S. Sena|P. S. Sena]].{{tlx|free media}}]] Annatto oil is also rich in tocotrienols, beta-carotene, essential oils, saturated and unsaturated fatty acids, flavonoids, and vitamin C.<ref>{{ cite web |last1=Ângela de Almeida Meireles |first1= Maria |first2= Carolina |last2= Lima Cavalcante de Albuquerque |title=Processo otimizado para obtenção de óleo rico em antioxidantes de urucum |work= Inova |publisher=Unicamp |url= http://www.inova.unicamp.br/sici/visoes/ajax/ax_pdf_divulgacao.php?token=QyjKaJjh |accessdate=2 June 2015 }}</ref> ''Bixa orellana'' is a shrub native to a region between northern South America and Mexico.<ref name="cabi">{{cite web |title=''Bixa orellana'' (annatto) |url=https://www.cabi.org/isc/datasheet/9242#C19AC032-9D96-488E-BE68-7972662568B4 |publisher=Center for Agriculture and Biosciences International (CABI) |accessdate=10 October 2018 |date=27 September 2018}}</ref><ref name="morton">{{cite journal |first=Julia F. |last=Morton |title=Can Annatto (''Bixa orellana'', L.), an old source of food color, meet new needs for safe dye? |url=http://journals.fcla.edu/fshs/article/view/101136/97080 |journal=Proceedings of the Florida State Horticultural Society |volume=73 |pages=301–309 |accessdate=10 October 2018 |date=1960 }}</ref> ''Bixa orellana'' is best known as the source of annatto, a natural orange-red condiment (also called achiote or bijol) obtained from the waxy arils that cover its seeds.<ref name=cabi/><ref name=morton/> {{clear}} ===Calendula oils=== According to sixteenth-century Englishman John Gerard, every proper soup of Dutch cuisine in his era would include ''Calendula'' petals.<ref name=rodale>[https://books.google.com/books/about/Rodale_s_Illustrated_Encyclopedia_of_Her.html?id=htGD3Y7WNxwC Rodale's Illustrated Encyclopedia of Herbs]</ref> The petals are edible and can be used fresh in salads or dried and used to color cheese or as a substitute for saffron.<ref name=spotlight>[http://www.complete-herbal.com/details/marigold.html Spotlight on Marigold.] The Complete Herbal - Herbs and Herbal Remedies.</ref> It can be used to add color to soups, stews, poultry dishes, custards and liquors.<ref name=rodale/> The common name for ''Calendula officinalis'' in Britain is 'pot-marigold,' named so because of its use in broths and soups.<ref>{{Cite journal|last=MACHT|first=DAVID I.|date=1955|title=CALENDULA OR MARIGOLD IN MEDICAL HISTORY AND IN SHAKESPEARE|url=https://www.jstor.org/stable/44446726|journal=Bulletin of the History of Medicine|volume=29|issue=6|pages=491–502|issn=0007-5140}}</ref> The petals and pollens of ''Calendula officinalis'' contain triterpenoid esters and the carotenoids:<ref name=Kishimoto>{{ cite journal |author=Sanae Kishimoto, Takashi Maoka, Katsuhiko Sumitomo, and Akemi Ohmiya |title=Analysis of Carotenoid Composition in Petals of Calendula (''Calendula officinalis'' L.) |journal=Bioscience, Biotechnology, and Biochemistry |date=7 July 2005 |volume=69 |issue=11 |pages=2122-2128 |url=https://www.tandfonline.com/doi/pdf/10.1271/bbb.69.2122 |arxiv= |bibcode= |doi=10.1271/bbb.69.2122 |pmid= |accessdate=9 August 2021 }}</ref> flavoxanthin and auroxanthin (antioxidants and the source of the yellow-orange coloration).<ref name=Sahelian/> The leaves and stems contain other carotenoids, mostly lutein (80%), zeaxanthin (5%), and beta-carotene.<ref name=Sahelian>{{ cite web |author=Ray Sahelian |title=Marigold extract and supplement Calendula officinalis |publisher=Ray Sahelian |location= |date=8 January 2016 |url=https://www.raysahelian.com/marigold.html |accessdate=9 August 2021 }}</ref> Plant extracts are also widely used by cosmetics, presumably due to presence of compounds such as saponins, resins, and essential oils.<ref>{{cite web |url = https://medlineplus.gov/druginfo/natural/235.html |title = Calendula |accessdate = 9 August 2021 |author = National Institutes of Health |work = Herbs and Supplements |publisher = U.S. National Library of Medicine }}</ref> The flowers of ''Calendula officinalis'' contain flavonol glycosides, triterpene oligoglycosides, oleanane-type triterpene glycosides, saponins, and a sesquiterpene glucoside.<ref>{{cite journal |author=Ukiya M |title=Anti-inflammatory, anti-tumor-promoting, and cytotoxic activities of constituents of pot marigold (''Calendula officinalis'') flowers |year=2006 |journal=J Nat Prod |volume=69 |issue=12 |pages=1692–1696 |pmid=17190444 |last2=Akihisa |last3=Yasukawa |last4=Tokuda |last5=Suzuki |last6=Kimura |doi=10.1021/np068016b}}</ref><ref>{{cite journal |author=Yoshikawa M |year=2001 |title= Medicinal flowers. III. Marigold.(1): hypoglycemic, gastric emptying inhibitory, and gastroprotective principles and new oleanane-type triterpene oligolycosides, calendasaponins A, B, C, and D, from Egyptian Calendula officinalis |journal=Chem Pharm Bull |volume=49 |issue=7 |pages=863–70 |pmid=11456093 |last2=Murakami |last3=Kishi |last4=Kageura |last5=Matsuda |doi=10.1248/cpb.49.863|doi-access=free }}</ref> ''Calendula'' flowers are a rich source of lutein, containing 29.8&nbsp;mg/100g.<ref>{{cite journal |last1=Manke Natchigal |first1=A. |last2=Oliveira Stringheta |first2=A.C. |last3=Corrêa Bertoldi |first3=M. |last4=Stringheta |first4=P.C. |title=QUANTIFICATION AND CHARACTERIZATION OF LUTEIN FROM TAGETES (TAGETES PATULA L.) AND CALENDULA (CALENDULA OFFICINALIS L.) FLOWERS |journal=Acta Hortic. |date=2012 |volume=939 |pages=309-314 |url=https://www.actahort.org/books/939/939_40.htm |accessdate=3 July 2019}}</ref> ===Canola oils=== The official definition of canola is "Seeds of the genus Brassica (''Brassica napus'', ''Brassica rapa'', or ''Brassica juncea'') from which the oil shall contain less than 2% erucic acid in its fatty acid profile and the solid component shall contain less than 30 micromoles of any one or any mixture of 3-butenyl glucosinolate, 4-pentenyl glucosinolate, 2-hydroxy-3 butenyl glucosinolate, and 2-hydroxy- 4-pentenyl glucosinolate per gram of air-dry, oil-free solid."<ref>{{cite web |title=What Is Canola? |work=Canola Council of Canada |publisher=Canola Council of Canada |accessdate=18 August 2017 |url=https://web.archive.org/web/20170618102423/http://www.canolacouncil.org/oil-and-meal/what-is-canola/ }}</ref> Rapeseed oil had a distinctive taste and a disagreeable greenish color, due to the presence of chlorophyll and contained a high concentration of erucic acid.<ref>{{cite web |last1=Fan |first1=Liuping |last2=Eskin |first2=N.A. Michael |title=Handbook of Antioxidants for Food Preservation |url=https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/erucic-acid |website=Science Direct |publisher=Woodhead Publishing Series in Food Science, Technology and Nutrition |accessdate=6 April 2021}}</ref> Canola was bred from rapeseed cultivars of ''B. napus'' and ''B. rapa'' at the University of Manitoba, Canada,<ref>{{cite web |url=http://www.science.ca/scientists/scientistprofile.php?pID=348 |accessdate=29 December 2008 |date=2007 |title=Richard Keith Downey: Genetics |publisher=science.ca}}</ref><ref>{{cite encyclopedia |last1=Pederson |first1=Anne-marie |last2=Storgaard |first2=AK |encyclopedia=The Canadian Encyclopedia |url=https://thecanadianencyclopedia.ca/en/article/baldur-rosmund-stefansson |title=Baldur Rosmund Stefansson |accessdate=4 September 2019 |date=15 December 2015}}</ref> having then a different nutritional profile than present-day oil in addition to much less erucic acid.<ref>{{cite encyclopedia |url=http://www.thecanadianencyclopedia.com/en/article/canola/ |title=Canola |encyclopedia=The Canadian Encyclopedia |last=Barthet |first=V |accessdate=29 December 2008}}</ref> Canola was originally a trademark name of the Rapeseed Association of Canada, and the name was a condensation of "Can" from Canada and "OLA " meaning "Oil, low acid",<ref>{{cite book |last1=Wrigley |first1=Colin W. |last2=Corke |first2=Harold |last3=Seetharaman |first3=Koushik |last4=Faubion |first4=Jonathan |date=17 December 2015 |title=Encyclopedia of Food Grains |url=https://books.google.com/books?id=ce7tBgAAQBAJ&pg=PA238 |page=238 |publisher=Academic Press |isbn=978-1785397622}}</ref><ref>{{cite web |last=Canola Council of Canada |title=What is Canola? |url=http://www.canolacouncil.org/oil-and-meal/what-is-canola/ |date=2016 |accessdate=16 December 2013}}</ref> but is now a generic term for edible varieties of rapeseed oil in North America and Australasia.<ref name="gc">{{cite web |url= https://www.genericides.org/trademark/canola|title= Has canola become a generic trademark? |access-date= 13 May 2021 |website= genericides.org }}</ref> The change in name serves to distinguish it from natural rapeseed oil, which has much higher erucic acid content. Canola oil is considered safe for human consumption,<ref>{{cite journal |last1=Dupont |first1=J |last2=White |first2=PJ |last3=Johnston |first3=HA |last4=McDonald |first4=BE |last5=Grundy |first5=SM |last6=Bonanome |first6=A |date=October 1989 |title=Food safety and health effects of canola oil |journal=Journal of the American College of Nutrition |volume=8 |issue=5 |pages=360–375 |pmid=2691543 |doi=10.1080/07315724.1989.10720311}}</ref><ref name=Mayo>{{cite web |last=Zeratsky |first=Katherine |year=2009 |url=http://www.mayoclinic.com/health/canola-oil/AN01281 |title=Canola Oil: Does it Contain Toxins? |publisher=Mayo Clinic |accessdate=10 August 2011}}</ref> and has a relatively low amount of saturated fat, a substantial amount of monounsaturated fat, with roughly a 2:1 mono- to polyunsaturated fats ratio.<ref name="lin"/> "Limited and not conclusive scientific evidence suggests that eating about 1 1/2 tablespoons (19 grams) of canola oil daily may reduce the risk of coronary heart disease due to the unsaturated fat content in canola oil. To achieve this possible benefit, canola oil is to replace a similar amount of saturated fat and not increase the total number of calories you eat in a day. One serving of this product contains [x] grams of canola oil."<ref>{{cite web |date=6 October 2006 |url= https://www.fda.gov/food/ingredientspackaginglabeling/labelingnutrition/ucm072958.htm |title=Qualified Health Claims, Letter of Enforcement Discretion U.S. Food and Drug Administration: Unsaturated Fatty Acids from Canola Oil and Reduced Risk of Coronary Heart Disease |publisher=US Food and Drug Administration |author=Schneeman BO |access-date=3 September 2008}}</ref> There is a substantial reduction in total cholesterol and low-density lipoprotein (LDL) cholesterol, and an increase in tocopherol levels and improved insulin sensitivity, compared with other sources of dietary fat.<ref name="lin">{{cite journal |vauthors=Lin L, Allemekinders H, Dansby A, Campbell L, Durance-Tod S, Berger A, Jones PJ |title=Evidence of health benefits of canola oil |journal=Nutr. Rev. |volume=71 |issue=6 |pages=370–85 |year=2013 |pmid=23731447 |pmc=3746113 |doi=10.1111/nure.12033}}</ref> Health effects from consuming plant oils rich in alpha-linolenic acid, including canola, stated that there was moderate benefit for lower risk of cardiovascular diseases, bone fractures, and type-2 diabetes.<ref>{{cite journal |pmid=24898228 |year=2014 |last1=Rajaram |first1=S |title=Health benefits of plant-derived α-linolenic acid |journal=The American Journal of Clinical Nutrition |volume=100 Suppl 1 |pages=443S–8S |doi=10.3945/ajcn.113.071514 }}</ref> {| class="wikitable" style="float:right;" |- ! Compound !! Family !! % of total |- | Oleic acid | ω-9 |61%<ref name="ccc">{{cite web |title=Comparison of Dietary Fats Chart |publisher=Canola Council of Canada |accessdate=3 September 2008 |url=https://web.archive.org/web/20060923030316/http://www.ontariocanolagrowers.ca/Publications/dietarychart.pdf }}</ref> |- | Linoleic acid | ω-6 |21%<ref name="ccc"/> |- | Alpha-linolenic acid | ω-3 |11%<ref name="ccc"/> 9%<ref name="usda">USDA National Nutrient Database for Standard Reference, Release 21 (2008)</ref><ref>{{cite web |last1=DeFilippis |first1=Andrew P. |last2=Sperling |first2=Laurence S. |title=Understanding omega-3's |url=https://web.archive.org/web/20071022174611/http://www.biovita.fi/suomi/pdf/understanding_omega3.pdf }}</ref> |- | Saturated fatty acids | |7%<ref name="ccc"/> |- | Palmitic acid | |4%<ref name="usda"/> |- |Stearic acid | |2%<ref name="usda"/> |- |Trans fat | |0.4%<ref name="usda22">USDA National Nutrient Database for Standard Reference, Release 22 (2009)</ref> |- |Erucic acid | |0.01%<ref name="CAN2015">{{cite press release |last=J. Barthet |first=Véronique J. |date=2015 |title=Quality of western Canadian Canola 2015 |url=http://publications.gc.ca/collections/collection_2016/ccg-cgc/A92-14-2015-eng.pdf |location=Canadian Grain Research Laboratory |publisher=Canadian Grain Commission |issn=1700-2222 |accessdate=21 December 2016}}</ref><0.1%<ref name="AUS2016">{{cite press release |last1=D.E. |first1=Seberry |last2=D.W. |first2=McCaffery |last3=T.M. |first3=Kingham |date=2016 |title=Quality of Australian canola 2015–16 |url=http://www.australianoilseeds.com/__data/assets/pdf_file/0019/10873/2015-16_Book.pdf |location=Australia |publisher=NSW Department of Primary Industries – Australian Oilseeds Federation |issn=1322-9397 |accessdate=21 December 2016 }}</ref><ref name="BRA2011">{{cite thesis |last1=Heidy Aguilera Fuentes |first1=Paula |last2=Jose Ogliaria |first2=Paulo |last3=Carlos Deschamps |first3=Francisco |last4=Barrera Arellano |first4=Daniel |last5=Mara Block |first5=Jane |date=2011 |title=Avaliação da Qualidade de Óleos de Soja, Canola, Milho e Girassol Durante o Armazenamento |location=Florianópolis, Brazil |chapter=Agricultural Science Center |publisher=Universidade Federal de Santa Catarina |url=https://repositorio.ufsc.br/bitstream/handle/123456789/95494/297094.pdf |oclc=817268651 |accessdate=21 December 2016}}</ref> |} {{clear}} ==Paintings== The oldest known extant oil paintings date from 650 AD.<ref>{{ cite web |title=Oldest Oil Paintings Found in Afghanistan |author=Rosella Lorenzi |publisher=Discovery News |date=February 19, 2008 |url=https://web.archive.org/web/20110603234713/http://dsc.discovery.com/news/2008/02/19/oldest-oil-painting.html |accessdate=June 3, 2011 }}</ref> ==Lamp oils== Whale oil is preferred for lubricating clocks, because it does not evaporate, leaving dust, although its use was banned in the USA in 1980.<ref>{{ cite web |url=http://www.frankenmuthclock.com/questionscuckoo.htm |title=Bavarian Clock Haus and Frankenmuth Clock Company |work=Frankenmuth Clock Company & Bavarian Clock Haus }}</ref> In the 18th and 19th centuries, whale oil was commonly used for lamps, which was replaced with natural gas and then electricity.<ref>{{cite web|url=http://www.petroleumhistory.org/OilHistory/pages/Whale/whale.html|title=Whale Oil|work=petroleumhistory.org}}</ref> {{clear}} ==See also== {{div col|colwidth=20em}} * [[Agronomy]] * [[Remedy/Alcohols|Alcohols]] * [[Aquaculture]] * [[Forestry]] * [[Fruit and its importance]] * [[Gene project]] * [[Reproductive health/Glandular system|Glandular system]] * [[Genes/Expressions/Hair colors|Hair colors]] * [[Horticulture]] * [[Human skin pigmentation]] * [[Medicine]] * [[Remedy/Minerals|Minerals]] * [[Remedy/Nutraceuticals|Neutraceuticals]] * [[Remedy/Oils|Oils]] * [[Oral Medicine and Oral Pathology/Pigmented lesions of the oromucosa|Pigmented lesions of the oromucosa]] * [[Remedy/Plants|Plants]] * [[Remedy/Polyphenols|Polyphenols]] * [[Pomology]] * [[Remedy/Terpenoids|Terpenoids]] * [[Remedy/Vitamins|Vitamins]] * [[Remedy/Waxes|Waxes]] {{Div col end}} ==References== {{reflist|2}} ==Further reading== * {{ cite journal |author=Eric Braverman |title=Orthomolecular Medicine and Megavitamin Therapy: Future and Philosophy |journal=Orthomolecular Psychiatry |date=1979 |volume=8 |issue=4 |pages=265-72 |url=http://www.orthomolecular.org/library/jom/1979/pdf/1979-v08n04-p265.pdf |arxiv= |bibcode= |doi= |pmid= |accessdate=2014-08-20 }} ==External links== <!-- footer templates --> {{Medicine resources}}{{Sisterlinks|Essential oils}} <!-- categories --> [[Category:Biochemistry]] [[Category:Humanities]] [[Category:Immunology]] [[Category:Psychiatry]] [[Category:Vitamins]] ml5rmd4mwks0zsps14a7xfiwc4i8avi 0 282489 2720601 2719969 2025-07-03T16:37:17Z DavidMCEddy 218607 correct 75% > 80-85% 2720601 wikitext text/x-wiki {{Research project}} :''This brief note is on Wikiversity to invite others to provide alternative responses to this question, adding relevant, substantive references, moderated by the Wikimedia rules that invite contributors to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] contributing revisions written from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- and raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]].'' ::''This article uses [[w:ISO 8601|ISO 8601]] dates except for References, which are controlled by standard Wikidata formatting, and direct quotes. In the initial author's experience, [[ISO 8601 and computing differences between dates|ISO 8601 dates seem to make it easier to remember dates and to compute differences between them.]]'' What's the best response to a nuclear attack? That's a difficult question. The opposite is much easier: * '''''What's the ''worst'' response to a nuclear attack?''''' [[File:How would a nuclear war between Russia and the US affect you personally? - Future of Life Institute.webm|thumb|Simulation of a nuclear war between Russia and the US.<ref>Tegmark (2023).</ref>]] ::The evidence summarized in this article suggests that the ''worst'' worst response to a nuclear attack would be '''a nuclear response.''' ::If you think otherwise, please revise this article accordingly, subject to the standard Wikimedia Foundation rules of writing from a neutral point of view citing credible sources. Or post your concerns to the "Discuss" page associated with this article. [[File:Percent of the world's population dead from a nuclear war.svg|thumb|Percent of the world's population dead from a nuclear war per simulations by an international team of 10 scientists who specialize in modelling climate, food production, and economics<ref>Xia et al. (2022; see esp. their Table 1).</ref> with models fit thereto. The vertical axis is the percent of the world's population expected to die within a few years after a one-week long nuclear war that injects between 1.5 and 150 Tg (teragrams = million metric tons) of smoke (soot) into the stratosphere, shown on the top axis.<ref>Xia et al. (2022, Table 1) reported "Number of direct fatalities" and "Number of people without food at the end of year 2" out of a total population of 6.7 billion for their simulated year 2010. Two issues with this: First, Xia et al. (2022, Fig. 1) show that the climate impact does not start recovering until year 5 after the nuclear war and has not yet fully recovered 9 years after the war. Thus, few people still alive without food at the end of year 2 will not likely live to year 9. Second, the percentages plotted here are the sums of those two numbers divided by 6.7 billion. The Wikipedia article on [[w:World population|World population]] said the world population in 2010 was 6,985,603,105 -- 7 billion (accessed 2023.08-12). The difference between 6.7 and 7 billion seems so slight that it can be safely ignored, especially given the uncertainty inherent in these simulations and the likelihood that the small populations excluded were probably not substantively different from those included.</ref> The bottom axis is the total megatonnage (number of nuclear weapons used times average yield) simulated to produce the quantity of soot plotted on the top axis. "IND-PAK" marks a range of hypothetical nuclear wars between [[w:India and weapons of mass destruction|India]] (IND) and [[w:Pakistan and weapons of mass destruction|Pakistan]] (PAK). "USA-RUS" marks a simulated nuclear war between [[w:Nuclear weapons of the United States|the US]] (USA) and [[w:Russia and weapons of mass destruction|Russia]] (RUS). "PRK" = a simulated nuclear war in which [[w:North Korea and weapons of mass destruction|North Korea]] (the People's Republic of Korea, PRK) used their existing nuclear arsenal estimated at 30 weapons with an average yield of 17 kt<ref>Estimates of North Korea's nuclear weapons stockpile vary widely, as summarized in the Wikipedia article on [[w:North Korea and weapons of mass destruction|North Korea and weapons of mass destruction]], accessed 2023-08-07. The estimate of 30 weapons averaging 17 kt each seems not far from the middle of the estimate cited in that article. That totals 510 kt (0.51 megatons), roughly a third of smallest nuclear war simulated by Xia et al. (2022).</ref> ''without nuclear retaliation by an adversary'', as recommended in this article.]] This conclusion is supported by the accompanying plot summarizing climate simulations by an international interdisciplinary team of 10 scientists who specialize in mathematical and statistical modeling of climate, food production, and economics. Five of their scenarios describe hypothetical nuclear wars between India and Pakistan that loft between 5 and 47 Tg (teragrams = millions of metric tons) of smoke (soot) to the stratosphere, where it will linger for years covering the globe and reducing the amount of solar radiation reaching the earth. That in turn will substantially reduce the production of food for humans. The resulting impact on the global economy means that between 4 and 40 percent of humanity will likely starve to death if they do not die of something else sooner. A hypothetical nuclear war between the US and Russia could lead to the deaths of between 80 and 85 percent of humanity with death tolls of roughly 99 percent in the US, Russia, Europe, and China. In any of these scenarios, between 90 and 95 percent of the deaths would be in countries not officially involved in the nuclear exchange.<ref>Xia et al. (2022, esp. their Tables 1 and 2). Their Table 1 gives numbers of fatalities out of a total 2010 "population of the nations used in this study [of] 6,700,000,000." They give 2 simulations of a nuclear war between the US and Russia. Both would produce an estimated 360 million direct fatalities and loft 150 Tg (teragrams = million metric tonnes) to the stratosphere. At the end of the second year after such a war, between 5.08 and 5.34 billion people would be without food, totaling between 5.44 and 5.70 billion presumed dead. Those numbers are 81 and 85 percent of the 6.7 billion in the study and 78 and 81 75 percent of the 2010 [[w:World population|world population]] of 7 billion. We assume that the impact on the 300 million humans not in this study will not be substantively different from the 6.7 billion included and therefor use the 80-85 percent figures.</ref> This claim is clearer, more succinct, and stronger than the [[Wikisource:Joint Statement of the Leaders of the Five Nuclear-Weapon States on Preventing Nuclear War and Avoiding Arms Races|Joint Statement of the Leaders of the Five Nuclear-Weapon States on Preventing Nuclear War and Avoiding Arms Races]], "that a nuclear war cannot be won and must never be fought", issued 2022-01-03 by the leaders of the first five nuclear-weapon states.<ref>[[Wikisource:Joint Statement of the Leaders of the Five Nuclear-Weapon States on Preventing Nuclear War and Avoiding Arms Races]]. See also Borger (2022). Douthat (2022) discussed the [[w:2021-2022 Russo-Ukrainian crisis|current Ukraine crisis]] in [[w:The New York Times|''The New York Times'']]. He concluded that for us (presumably the US and perhaps its NATO allies) "To escalate now against a weaker adversary [Russia], one less likely to ultimately defeat us and more likely to engage in atomic recklessness if cornered, would be a grave and existential folly."</ref> This repeated a statement made 1987-12-11 by US President [[w:Ronald Reagan| Ronald Reagan]] and USSR head of state [[w:Mikhail Gorbachev|Mikhail Gorbachev]].<ref><!-- Joint statement by Reagan, Gorbachev -->{{cite Q|Q111845607}} Reagan made that same statement 1984-01-25 in his [[Wikisource:Ronald Reagan's Fourth State of the Union Address|fourth State of the Union Address]].</ref> In the following we review the evidence for and against this claim and then comment on the credibility of the logic that led to the creation of the world's current nuclear arsenals and seems to be driving the current "modernization" programs in the US, Russia, China and elsewhere. == Summary of research on the consequences of a nuclear war == It is theoretically possible that a nuclear exchange would end like [[w:World War II|World War II]] with no more than [[w:Atomic bombings of Hiroshima and Nagasaki|two nuclear weapons being used]]. It is also theoretically possible that nuclear weapons in a new war would only target deserted areas like [[w:List of nuclear weapons tests|the locations where more than 2,000 tests of nuclear weapons]] have been conducted so far.<ref>For a "[[w:List of nuclear weapons tests|List of nuclear weapons tests]]", see the Wikipedia article by that title (accessed 2023-07-06).</ref> Either of those scenarios would increase the level of harmful background radiation worldwide leading to increases in the rates of cancer, birth defects and genetic mutations, but would otherwise not likely have an immediate impact a large portion of humanity.<ref>Johnston (2001) reported that only 521 of the more than 2,000 nuclear weapons tests were above ground. If 521 explosions of nuclear weapons in deserted places have not generated a substantive impact on human health, it seems unlikely that a nuclear war involving a few thousand explosions of nuclear weapons in deserted areas would be dramatically worse.</ref> However, a nuclear war with such negligible results is highly unlikely. More likely is the deaths in a few hours or days of tens or hundreds of millions of humans.<ref>The "Number of direct fatalities" in a nuclear war lasting a week ranged from 27 to 360 million in simulations summarized in Xia et al. (2022, Table 1).</ref> More would die of radiation poisoning over the next few months and years.<ref>Ellsberg (2017, pp. 2-3) includes a graph that the Joint Chiefs Joint Chiefs of Staff produced in the Spring of 1961 to answer President Kennedy's question, "If your plans for a general [nuclear] war are carried out as planned, how many people will be killed in the Soviet Union and China?" This graph was a straight line beginning at 275 million who would die during the initial nuclear exchange with another 8.25 million dying each month for the next six months, totaling 325 million deaths.</ref> If more than a few dozen nuclear weapons are used, then "nuclear war would also produce nearly instantaneous climate change that among other effects, would threaten the global food supply. Even a regional nuclear war ..., such as between India and Pakistan,<ref>Robock et al. (2007); Toon et al. (2019). Of course, a nuclear war could be started accidentally by any nuclear-weapons state, as suggested in the report of an Indian cruise missile that landed 2022-03-10 in Pakistan (Mashal and Masood 2022). See also Xia et al. (2022).</ref> in which less than 3% of the world’s nuclear weapons stockpiles were detonated in urban areas, would suddenly decrease the average global temperature by 1°C–7°C [2°–13°F], precipitation by up to 40%, and sunlight by up to 30%. ... Such a conflict would decrease crop production to an extent that it could seriously threaten world food security and even trigger global famine",<ref>Jägermeyr et al. (2020).</ref> according to Robock and Prager (2021). In theory, crop losses of between 10 and 25 percent for 5-10 years<ref>as predicted by Jägermeyr et al. (2020) and others.</ref> might not threaten a global famine or even an increase in malnutrition if people ate more plant-based foods and less meat. In practice, famines never work that way: There is hoarding, and many who do not die of starvation succumb to diseases or secondary wars driven by the food insecurity, according to Helfand (2013). [[w:Amartya Sen|Nobel Prize Economist Sen]] observed that, "no famine has ever taken place ... in a functioning democracy".<ref>Sen (1999, p. 32). Later on p. 178, he stated similarly, "there has never been a famine in a functioning multiparty democracy."</ref> This generalizes the observation that Ireland was a ''net food exporter'' during its infamous potato famines of the nineteenth century.<ref>e.g., Woodham-Smith (1962).</ref> Xia et al. (2022, Table 1) estimated that between 4 and 85 percent of humanity would starve to death if they did not die of something else sooner in the nuclear wars they simulated, with ''between 90 and 95 percent of the fatalities being in countries not directly involved in the hostilities.'' In the spring of 1961, "The total death toll as calculated by the Joint Chiefs of Staff [top US military leaders], from a U.S. first strike aimed at the Soviet Union, its Warsaw Pact satellites, and China, would be roughly six hundred million dead. A hundred Holocausts", according to Daniel Ellsberg, who served as a nuclear war planner for presidents Eisenhower, Kennedy, Johnson and Nixon<ref>Ellsberg (2017, esp. pp. 2-3) noted that 325 million would die in the Soviet Union and China and another couple hundred million in neighboring countries, totalling six hundred million.</ref> before releasing [[w:The Pentagon Papers|"The Pentagon Papers"]] in 1971. Six hundred million was roughly 20 percent of the total human population on earth in 1961, and that didn't count any in the US who might be killed in retaliation. In 1957, roughly 4 years earlier, Mao Zedong, then the Chairman of the People's Republic of China, had reportedly said that a nuclear war could kill a third of humanity, perhaps half, "but imperialism would be razed to the ground, and the whole world would become socialist."<ref>Dikötter (2010). See also Halimi (2018), which gives the date as 1957. There is some controversy about this quote; see the Wikipedia article on [[w:Mao Zedong|"Mao Zedong"]], accessed 2022-03-02.</ref> Turco et al. (1983) published the first predictions of a ''[[w:nuclear winter|nuclear winter]]'' based on climate modeling that considered smoke anticipated from fires started by a massive nuclear weapons exchange between the US and the Soviet Union. They found that "average light levels can be reduced to a few percent of ambient and land temperatures can reach -15° to -25°C [5° to -4°F]" with smoke transported from the Northern to the Southern Hemisphere, all of which "could pose a serious threat to human survivors and to other species." Various teams have published comparable analyses since then with different and increasingly sophisticated models, beginning with Aleksandrov and Stenchikov (1983), with similar conclusions.<ref>Coup et al. (2019, p. 8522).</ref> Coup et al. (2019) predicted hard freezes ''in the summer'' in most of the Northern Hemisphere including the US, Russia, and most of Europe during the first three years following such a war, where temperatures drop below −4°C [25°F], making it impossible to grow crops in those regions. China would suffer a similar fate, with only its southeast portion remaining above freezing in the summer. Much of Southern Mexico, Central and South America, and the Southern Hemisphere would also be negatively impacted, but not to the same extent. These climate modeling results make Mao's predictions from 1957 seem wildly optimistic: Any humans in the US, Canada, or most of Eurasia who survived the nuclear exchange would have extreme difficulties finding enough to eat -- "imperialism razed to the ground", according to Mao. However, crop yields in most of the rest of the world would also be extremely depressed, which Mao had not considered. The results would threaten famine vastly worse than what has been predicted following a nuclear war between India and Pakistan.<ref>Ellsberg said that 98 or 99 percent of humanity would starve to death if they did not die of something else sooner (Ellsberg et al. 2017). Coup et al. (2019) and Xia et al. (2022) conclude that it won't be quite that bad but will still pretty grim.</ref> Of course, no one knows for sure how many people would die directly and indirectly from a nuclear war. However, it should be obvious to at least some if not most people that the ''worst'' response to a nuclear attack would be a nuclear response: * A nuclear response to a nuclear "warning shot" with minimal destruction could too easily escalate until the nuclear arsenals of all parties were expended and the life expectancy of all survivors worldwide was dramatically reduced. * Alternatively, a nuclear response to a massive first strike against a thousand cities would most likely ''increase'' the death toll and reduce the life expectancy of survivors ''in the country responding with nuclear weapons'' (and, of course, in other countries not officially involved). * It is possible that a nuclear response could deter further uses of nuclear weapons and reduce the length and severity of the war and its global impact. However, this outcome seems unlikely given the record of history. Turcotte (2022) concluded that if the 2022 Ukraine 'conflict ends without the annihilation of our species, it should nonetheless be regarded as a planet-wide near-death experience, and the “Peoples of the United Nations” should demand the total elimination of nuclear weapons as quickly as humanly possible, as well as the establishment of new common security measures that will move us much closer to sustainable peace throughout the world.' In spite of this concern, Turcotte recommended military action to support Ukraine but short of declaring war on Russia. Leading experts have made alarming comments about the likelihood of a nuclear attack, possibly by a terrorist organization. In 2004 Bruce Blair, president of the [[w:Center for Defense Information|Center for Defense Information]] wrote: "I wouldn't be at all surprised if nuclear weapons are used over the next 15 or 20 years, first and foremost by a terrorist group that gets its hands on a [[w:Russia and weapons of mass destruction|Russian]]" or [[w:Pakistan and weapons of mass destruction|Pakistani nuclear weapon]].<ref><!--Nicholas D. Kristof (2004) A Nuclear 9/11, NYT-->{{cite Q|Q111906710}}</ref> Other experts seemed even more concerned: A nuclear terrorist attack in the US was considered "more likely than not" within the next five to ten years, according to Professor [[w:Robert Gallucci|Robert Gallucci]] of the [[w:Georgetown University School of Foreign Service|Georgetown University School of Foreign Service]] in 2006 or in the next decade per former U.S. Assistant Secretary of Defense [[w:Graham Allison|Graham Allison]] in 2004.<ref><!-- Ordre Kittrie (2007) Averting Catastrophe: Why the Nuclear Non-proliferation Treaty is Losing its Deterrence Capacity and How to Restore It -->{{cite Q|Q111906652}}</ref> The Wikipedia article on "[[w:National Response Scenario Number One|National Response Scenario Number One]]" describes "the United States federal government's planned response to a nuclear attack." It focuses primarily on "the possible detonation of a small, crude nuclear weapon by a terrorist group in a major city, with significant loss of life and property."<ref>Accessed 2022-05-08, when it cited <!-- Jay Davis (2008) After A Nuclear 9/11 -->{{cite Q|Q111905675}}, <!-- Brian Michael Jenkins (2008) A Nuclear 9/11? -->{{cite Q|Q111906145}}</ref> That article discusses preparing for a nuclear attack but not how to respond. Nevertheless, if the ''worst'' response to a nuclear attack is a nuclear response, that has other policy implications for leaders of nuclear ''and non-nuclear'' countries world wide. However, an analysis of those implications will be left for future work.<ref>Turcotte (2022) offered some suggestions. Recommendations more consistent with the analysis here is the <!--Veterans For Peace Nuclear Posture Review -->{{cite Q|Q111141993}} They mention the "[[w:Treaty on the Prohibition of Nuclear Weapons|Treaty on the Prohibition of Nuclear Weapons]]", supported by the [[w:International Campaign to Abolish Nuclear Weapons|International Campaign to Abolish Nuclear Weapons (ICAN)]].</ref> == Credibility of military leaders and national security experts == {{main|Expertise of military leaders and national security experts}} * ''Never attribute to malice that which is adequately explained by stupidity.'' ([[w:Hanlon's razor|Hanlon's razor]]) * ''Never attribute to malice or stupidity that which can be explained by moderately rational individuals following incentives in a complex system.'' (Hubbard's clumsier correlary.<ref>Hubbard (2020, pp. 81-82).</ref>) The history of armed conflict should raise questions about the credibility of those advocating use of military force: In all major armed conflicts in history, at least one side has lost. Often the official winners lost substantially more than they gained. === Research on expertise === The history of armed conflict is consistent with the research by Kahneman and Klein (2009) in their conclusion that :''expert intuition is learned from frequent, rapid, high-quality feedback.'' In particular, military leaders in combat can get frequent, rapid high-quality feedback on their ability to deliver death and destruction to designated targets. However, no one can get such feedback about how to win wars or how to ''promote broadly shared peace and prosperity for the long term.'' This is discussed in more detail in the Wikiversity article on "[[Expertise of military leaders and national security experts]]". That article documents how experts without such feedback can be beaten by simple rules of thumb developed by intelligent lay people.<ref>Kahneman et al. (2021) report that with some data, a statistical model fit often does better. With lots of data, artificial intelligence systems can do even better. This extends the work of [[w:Paul E. Meehl#Clinical versus statistical prediction|Meehl (1954)]]. Hubbard (2020) and [[w:Superforecasting: The Art and Science of Prediction|Tetlock and Gardner (2015)]] describe things one might do to improve their intuition.</ref> As the time since the [[w:Atomic bombings of Hiroshima and Nagasaki|atomic bombings if Hiroshima and Nagasaki]] increases, the ''intuition'' that political and military leaders have about nuclear weapons gets worse, because that history tells them that they can use more military force, even threatening to use nuclear weapons, without seriously risking a nuclear war. That intuition increasingly threatens the entirity of humanity. === Increasing risks with nuclear proliferation === Narang and Sagan, eds. (2022) ''The Fragile Balance of Terror: Deterrence in the New Nuclear Age'' includes 8 chapters by 12 authors reviewing the literature on different aspects of nuclear deterrence today. They raised many questions about the applicability of [[w:Cold War|Cold War]] analyses of deterence in an age with [[Forecasting nuclear proliferation|an increasing number of nuclear weapon states]]. They mentioned numerous concerns including the following: * [[w:2008 Mumbai attacks|During terrorist attacks in Mumbai in 2008]], someone called called Pakistani president Zardari claiming to be Indian foreign minister Mukherjee threatening to attack Pakistan. That crises was diffused without escalation after US secretary of state Condoleezza Rice called Mukherjee, who assured her that he had not placed such a call, and India was ''not'' planning to attack Pakistan. If someone claiming to be a US official had placed a similar call to Kim Jong Un while Donald Trump was President of the US, the result may not have been as benign.<ref>Narang and Sagan (2022, p. 241).</ref> * [[w:2018 Hawaii false missile alert|"In January 2018, the Hawaii emergency management system issued an incoming missile warning alert]] adding, 'this is not a drill.'" The US did not respond, because (a) they had redundant early warning systems that did not indicate an incoming missile, (b) professional operators in Hawaii promptly acknowledged the mistake, and (c) no one in the US seriously expected such an attack. If this had happened in North Korea, none of these three restraining conditions were present: (a) They did not have redundant warning systems. (b) Operators are killed, not just fired in North Korea for making a mistake like that. (c) US "President Trump was threatening 'fire and fury' if North Korean nuclear and missile tests continued."<ref>Narang and Sagan (2022, p. 232).</ref> * [[w:2019 Balakot airstrike|In 2019 India bombed an alleged terrorist training camp in Balakot]], Pakistan. This was "the first time a nuclear weapons state has bombed the undisputed territory of another nuclear weapons state."<ref>Narang and Sagan (2022, pp. 231-232).</ref> * [[w:2020–2021 China–India skirmishes|In 2020, Chinese and Indian troops engaged in hostilities along their disputed border]] with fatalities on both sides, "for the first time in almost half a century. Intense conflict between three nuclear powers simultaneously is no longer a remote possibility.<ref>Narang and Sagan (2022, p. 232).</ref> Beyond this, [[w:Richard Ned Lebow|Richard Ned Lebow]] said, "There’s all kinds of empirical evidence that a deterrence strategy is as likely to provoke the behavior it seeks to prevent as not."<ref>Lebow et al. (2023). See also Lebow (2020, ch. 4).</ref> === System accidents === The concept of "normal accidents" or "[[w:system accident|system accidents]]" seems important here. Research in that area has established that ''it is impossible to design and manage complex systems to ultra-high levels of reliability''. Maintenance on redundant systems is often deferred, because responsible managers are often reluctant to spend money fixing something that works.<ref>e.g., Sagan (1993).</ref> And procedures are sometimes secretly modified by people with different priorities from their management. For example, at least between 1970 and 1974 the codes in US Air Force launch control centers for [[w:Intercontinental ballistic missile|Intercontinental ballistic missiles]] were all set continuously to 00000000.<ref>Ellsberg (2017, p. 61).</ref> This clearly negated the claim that only the President of the US could order the use of US nuclear weapons, secured by secret codes carried in a briefcase (called the [[w:nuclear football|"nuclear football"]]) near the President at all times. Similarly, former US Secretary of Defense William J. Perry has said an actual nuclear attack on the US is far less likely than a report of one generated by a malfunction in the US nuclear command, control, and communications systems.<ref>Perry and Collina (2020). Of course, a nuclear war could be started accidentally by any nuclear-weapons state, as suggested in the report of an Indian cruise missile that landed 2022-03-10 in Pakistan (Mashal and Masood 2022).</ref> A tragic example of a system accident is the [[w:Sinking of MV Sewol|Sinking of MV ''Sewol'']], 2014-04-16. It sank with over twice its rated load under the command of a substitute captain. The regular captain had complained of deferred maintenance threatening the stability of the vessel; he said the company had threatened to fire him if he continued to complain. As of this writing, it has been over 77 years since nuclear weapons were detonated in hostilities. As noted above, that history feeds human intuition that we can safely be more aggressive in developing, deploying and threatening the use of nuclear weapons without seriously risking [[Time to nuclear Armageddon|nuclear Armageddon]]. People who disagree like the [[w:Union of Concerned Scientists|Union of Concerned Scientists]] with their [[w:Doomsday Clock|Doomsday Clock]] are dismissed as unrealistic, like [[w:Chicken Little|Chicken Little]]. == Human psychology and the role of the media == When people are attacked, it can sometimes be difficult to control their responses, which are driven by instinctive reactions often characterized as irrational. Johnson (2004) documented how these instinctive reactions exist, because they provided survival benefits to our ancestors over hundreds of thousands and millions of years of evolutionary history. These instincts may, however, push us into the ''worst'' possible response to a nuclear attack. Worse, major media everywhere have a conflict of interest in honestly reporting on anything (like these research results) that might threaten those who control the money for the media.<ref name='McC+Cagé+Rolnik">McChesney (2004). Cagé (2016). Rolnik et al. (2019). See also "[[Confirmation bias and conflict]]".</ref> Everyone thinks they know more than they do,<ref name=Kahneman>Kahneman (2011).</ref> which makes them easily misled by the media they find credible.<ref>[[Confirmation bias and conflict]]. See also McChesney (2004), Cagé (2016), and Rolnik et al. (2019).</ref> == Probability of a nuclear war == The section on [[Time to nuclear Armageddon#Relevant literature|Relevant literature]] of the Wikiversity article on [[Time to nuclear Armageddon]] includes a table summarizing previous estimates of the probability of a nuclear war. Karger et al. (2023) provides a more extensive study of the probability of a nuclear war and other extistential risks. == Recapitulation == In sum, the worst possible response to a nuclear attack would seem to be a nuclear response. Existing nuclear weapons policies appear to be supported by propaganda that is effective, because it supports the preferences of those who control the money for the media,<ref name='McC+Cagé+Rolnik"/> and because everyone thinks they know more than they do.<ref name=Kahneman/> == Acknowledgements == Thanks to Owen B. Toon, Alan Robock, and presenters at their irregular webinar series on impact on climate of a nuclear war. Of course, any errors and other deficiencies in this article are solely the responsibility of the author. == See also == * [[Expertise of military leaders and national security experts]] * [[Time to nuclear Armageddon]] * [[Forecasting nuclear proliferation]] * [[Time to extinction of civilization]] == References == * <!-- Guardian (2001-10-14) Bush rejects Taliban offer to hand Bin Laden over -->{{cite Q|Q111228506}} * <!-- Aleksandrov and Stenchikov (1983) "On the modeling of the climatic consequences of the nuclear war" -->{{cite Q|Q63229964}} * <!-- Borger (2022) Five of world’s most powerful nations pledge to avoid nuclear war, Guardian -->{{cite Q|Q111011203}} * <!-- Cagé (2016) Saving the media: Capitalism, crowdfunding and democracy (Harvard U. Pr.)-->{{cite Q|Q54640583}} * <!-- Chenoweth and Stephan (2011) Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict (Columbia U. Pr.) -->{{cite Q|Q88725216}} For their data see, <!-- Chenoweth, NAVCO data project, Harvard -->{{cite Q|Q55842589}} * <!-- Coup et al. (2019) Nuclear Winter Responses to Nuclear War Between the United States and Russia in the Whole Atmosphere Community Climate Model Version 4 and the Goddard Institute for Space Studies ModelE -->{{cite Q|Q111222900}} * <!-- Dikötter (2010) Mao's Great Famine (Bloomsbury) -->{{cite Q|Q3209496}} * <!-- Douthat (2022) "How to Stop a Nuclear War", NYT -->{{cite Q|Q111145224}} * <!-- Ellsberg (2017) The Doomsday Machine: Confessions of a Nuclear War Planner (Bloomsbury) -->{{cite Q|Q63862699}} * <!--Ellsberg, Goodman and González (2017) "Daniel Ellsberg Reveals He was a Nuclear War Planner, Warns of Nuclear Winter & Global Starvation", Democracy Now!-->{{cite Q|Q64226035}} * <!-- Halimi, Serge (2018-08) "The forgotten communist quarrel", Le Monde Diplomatique -->{{cite Q|Q97657492}}. * <!-- Helfand, Ira I2013) "Nuclear famine: two billion people at risk?", International Physicians for the Prevention of Nuclear War -->{{cite Q|Q63256454}} * <!-- Doug Hubbard (2020) The Failure of Risk Management: Why it's broken and how to fix it Second edition (Wiley)-->{{cite Q|Q123514276}} * <!-- Jägermeyr, J., et al. (2020-03-16) "A regional nuclear conflict would compromise global food security", Proceedings of the National Academy of Science of the United States of America -->{{cite Q|Q90371058}} * <!-- Dominic D. P. Johnson (2004). Overconfidence and War: The Havoc and Glory of Positive Illusions (Harvard U. Pr.) -->{{cite Q|Q118106389}} * <!-- Johnston (2001) Chronological Listing of Above Ground Nuclear Detonations -->{{cite Q|Q111222177}} * <!-- Jones, Seth, and Martin C. Libicki (2008) "How Terrorist Groups End: Lessons for Countering al Qa'ida", RAND Corporation-->{{cite Q|Q57515305}} * <!-- Kahneman, Daniel (2011) Thinking, Fast and Slow (FSG)-->{{cite Q|Q983718}} * <!-- Kahneman and Klein (2009) Conditions for intuitive expertise: a failure to disagree-->{{cite Q|Q35001791}} * <!-- Kahneman, Sibony, and Sunstein (2021) Noise: A flaw in human judgment -->{{cite Q|Q107108766}} * <!--Ezra Karger, Josh Rosenberg, Zachary G Jacobs, Molly Hickman, Rose Hadshar, Kayla Gamin, Taylor Smith, Bridget Williams, Tegan McCaslin, Stephen Thomas, and Philip Tetlock (2023) "Forecasting Existential Risks: Evidence from a Long-Run Forecasting Tournament"-->{{cite Q|Q122208144}} * <!-- Richard Ned Lebow (2020) A Democratic foreign policy: Regaining American influence abroad (Palgrave Macmillan)-->{{cite Q|Q124351867}} * <!-- Lebow, Samuelson, Graves (2023) "Richard Ned Lebow on national defense including deterrence"-->{{cite Q|Q124351846}} * <!-- Mujib Mashal and Salman Masood (2022-03-12) "India Accidentally Fires a Missile at Pakistan. Calm Ensues.", NYT -->{{cite Q|Q111223210}} * <!-- McChesney, Robert (2004) The Problem of the Media: U.S. Communication Politics in the 21st Century (Monthly Review Press) -->{{cite Q|Q7758439}} * <!-- Paul E. Meehl (1954) Clinical vs. statistical prediction-->{{cite Q|Q115455297}} * <!-- Narang, Vipin; Sagan, Scott D. (2022) The Fragile Balance of Terror: Deterrence in the New Nuclear Age (Cornell University Press)-->{{cite Q|Q124351052|authors=Vipin Narang and Scott D. Sagan, eds.}} * <!-- Pape, Robert, and James K. Feldman (2010) Cutting the fuse : the explosion of global suicide terrorism and how to stop it (U. of Chicago Pr.)-->{{cite Q|Q109249408}} * <!-- Perry, William J., and Tom Z. Collina (2020) The Button: The new nuclear arms race and presidential power from Truman to Trump (BenBella)->>{{cite Q|Q102046116}} * <!-- Robock, Alan, Luke Oman, Georgiy L. Stenchikov, Owen B. Toon, C. Bardeen, and R. P. Turco (2007) "Climatic consequences of regional nuclear conflicts", Atmospheric Chemistry and Physics -->{{cite Q|Q21129034}} * <!-- Robock, Alan, and Stewart C. Prager (2021-12-02) "Geoscientists Can Help Reduce the Threat of Nuclear Weapons", Eos-->{{cite Q|Q111146317}} * <!-- Guy Rolnik; Julia Cagé; Joshua Gans; Ellen P. Goodman; Brian G. Knight; Andrea Prat; Anya Schiffrin (1 July 2019), Protecting Journalism in the Age of Digital Platforms (PDF), Booth School of Business-->{{cite Q|Q106465358}} * <!-- Sagan, Scott (1993) The Limits of Safety: Organizations, Accidents, and Nuclear Weapons (Princeton University Press)-->{{cite Q|Q111146417}} * <!-- Sen, Amartya (1999) Development as Freedom (Knopf)-->{{cite Q|Q5266729}} * <!--Philip E. Tetlock and Dan Gardner (2015) Superforecasting: The Art and Science of Prediction (Crown)-->{{cite Q|Q21203378}} * <!-- Tegmark (2023) How would a nuclear war between Russia and the US affect you personally?-->{{cite Q|Q124432900}} * <!-- Toon, Owen B., Charles G. Bardeen, Alan Robock, Hans Kristensen, Matthew McKinzie, R. J. Peterson, Cheryl S. Harrison, Nicole S. Lovenduski, and Richard P. Turco (2019) "Rapidly expanding nuclear arsenals in Pakistan and India portend regional and global catastrophe", Sciences Advances-->{{cite Q|Q90735736}} * <!-- Turco, R. P., Owen B. Toon, T. P. Ackerman, J. B. Pollack, and Carl Sagan (1983) "Nuclear winter: Global consequences of multiple nuclear explosions", Science, 222(4630), 1283–1292, https://doi.org/10.1126/science.222.4630.1283. -->{{cite Q|Q111146500}} * <!-- Turcotte (2022-03-09) Global community must step up pressure on Putin -->{{cite Q|Q111235117}} * <!-- Tyler, Tom R. (2006) Why people obey the law, revised ed. (Princeton U. Pr.)-->{{cite Q|Q111097755}} * <!-- Tyler, Tom R., and Yuen J. Huo (2002) Trust in the Law: Encouraging Public Cooperation with the Police and Courts (Russell Sage Foundation)-->{{cite Q|Q106943244}} * <!-- Woodham-Smith, Cecil (1962) The Great Hunger: Ireland 1845-1849 (Harper)-->{{cite Q|Q7737800}} * <!-- Xia et al. (2022) Global food insecurity and famine ... from a nuclear war ...-->{{cite Q| Q113732668}} == Notes == {{Reflist|30em}} [[Category:Original research]] [[Category:Research]] [[Category:Political science]] [[Category:Military]] [[Category:Military Science]] [[Category:Freedom and abundance]] [[Category:psychology]] [[category:Political economy]] c8lgd835g2qb3fgxkbkwg99at5rgzly 2720602 2720601 2025-07-03T16:38:40Z DavidMCEddy 218607 typo 2720602 wikitext text/x-wiki {{Research project}} :''This brief note is on Wikiversity to invite others to provide alternative responses to this question, adding relevant, substantive references, moderated by the Wikimedia rules that invite contributors to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] contributing revisions written from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- and raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]].'' ::''This article uses [[w:ISO 8601|ISO 8601]] dates except for References, which are controlled by standard Wikidata formatting, and direct quotes. In the initial author's experience, [[ISO 8601 and computing differences between dates|ISO 8601 dates seem to make it easier to remember dates and to compute differences between them.]]'' What's the best response to a nuclear attack? That's a difficult question. The opposite is much easier: * '''''What's the ''worst'' response to a nuclear attack?''''' [[File:How would a nuclear war between Russia and the US affect you personally? - Future of Life Institute.webm|thumb|Simulation of a nuclear war between Russia and the US.<ref>Tegmark (2023).</ref>]] ::The evidence summarized in this article suggests that the ''worst'' worst response to a nuclear attack would be '''a nuclear response.''' ::If you think otherwise, please revise this article accordingly, subject to the standard Wikimedia Foundation rules of writing from a neutral point of view citing credible sources. Or post your concerns to the "Discuss" page associated with this article. [[File:Percent of the world's population dead from a nuclear war.svg|thumb|Percent of the world's population dead from a nuclear war per simulations by an international team of 10 scientists who specialize in modelling climate, food production, and economics<ref>Xia et al. (2022; see esp. their Table 1).</ref> with models fit thereto. The vertical axis is the percent of the world's population expected to die within a few years after a one-week long nuclear war that injects between 1.5 and 150 Tg (teragrams = million metric tons) of smoke (soot) into the stratosphere, shown on the top axis.<ref>Xia et al. (2022, Table 1) reported "Number of direct fatalities" and "Number of people without food at the end of year 2" out of a total population of 6.7 billion for their simulated year 2010. Two issues with this: First, Xia et al. (2022, Fig. 1) show that the climate impact does not start recovering until year 5 after the nuclear war and has not yet fully recovered 9 years after the war. Thus, few people still alive without food at the end of year 2 will not likely live to year 9. Second, the percentages plotted here are the sums of those two numbers divided by 6.7 billion. The Wikipedia article on [[w:World population|World population]] said the world population in 2010 was 6,985,603,105 -- 7 billion (accessed 2023.08-12). The difference between 6.7 and 7 billion seems so slight that it can be safely ignored, especially given the uncertainty inherent in these simulations and the likelihood that the small populations excluded were probably not substantively different from those included.</ref> The bottom axis is the total megatonnage (number of nuclear weapons used times average yield) simulated to produce the quantity of soot plotted on the top axis. "IND-PAK" marks a range of hypothetical nuclear wars between [[w:India and weapons of mass destruction|India]] (IND) and [[w:Pakistan and weapons of mass destruction|Pakistan]] (PAK). "USA-RUS" marks a simulated nuclear war between [[w:Nuclear weapons of the United States|the US]] (USA) and [[w:Russia and weapons of mass destruction|Russia]] (RUS). "PRK" = a simulated nuclear war in which [[w:North Korea and weapons of mass destruction|North Korea]] (the People's Republic of Korea, PRK) used their existing nuclear arsenal estimated at 30 weapons with an average yield of 17 kt<ref>Estimates of North Korea's nuclear weapons stockpile vary widely, as summarized in the Wikipedia article on [[w:North Korea and weapons of mass destruction|North Korea and weapons of mass destruction]], accessed 2023-08-07. The estimate of 30 weapons averaging 17 kt each seems not far from the middle of the estimate cited in that article. That totals 510 kt (0.51 megatons), roughly a third of smallest nuclear war simulated by Xia et al. (2022).</ref> ''without nuclear retaliation by an adversary'', as recommended in this article.]] This conclusion is supported by the accompanying plot summarizing climate simulations by an international interdisciplinary team of 10 scientists who specialize in mathematical and statistical modeling of climate, food production, and economics. Five of their scenarios describe hypothetical nuclear wars between India and Pakistan that loft between 5 and 47 Tg (teragrams = millions of metric tons) of smoke (soot) to the stratosphere, where it will linger for years covering the globe and reducing the amount of solar radiation reaching the earth. That in turn will substantially reduce the production of food for humans. The resulting impact on the global economy means that between 4 and 40 percent of humanity will likely starve to death if they do not die of something else sooner. A hypothetical nuclear war between the US and Russia could lead to the deaths of between 80 and 85 percent of humanity with death tolls of roughly 99 percent in the US, Russia, Europe, and China. In any of these scenarios, between 90 and 95 percent of the deaths would be in countries not officially involved in the nuclear exchange.<ref>Xia et al. (2022, esp. their Tables 1 and 2). Their Table 1 gives numbers of fatalities out of a total 2010 "population of the nations used in this study [of] 6,700,000,000." They give 2 simulations of a nuclear war between the US and Russia. Both would produce an estimated 360 million direct fatalities and loft 150 Tg (teragrams = million metric tonnes) to the stratosphere. At the end of the second year after such a war, between 5.08 and 5.34 billion people would be without food, totaling between 5.44 and 5.70 billion presumed dead. Those numbers are 81 and 85 percent of the 6.7 billion in the study and 78 and 81 percent of the 2010 [[w:World population|world population]] of 7 billion. We assume that the impact on the 300 million humans not in this study will not be substantively different from the 6.7 billion included and therefor use the 80-85 percent figures.</ref> This claim is clearer, more succinct, and stronger than the [[Wikisource:Joint Statement of the Leaders of the Five Nuclear-Weapon States on Preventing Nuclear War and Avoiding Arms Races|Joint Statement of the Leaders of the Five Nuclear-Weapon States on Preventing Nuclear War and Avoiding Arms Races]], "that a nuclear war cannot be won and must never be fought", issued 2022-01-03 by the leaders of the first five nuclear-weapon states.<ref>[[Wikisource:Joint Statement of the Leaders of the Five Nuclear-Weapon States on Preventing Nuclear War and Avoiding Arms Races]]. See also Borger (2022). Douthat (2022) discussed the [[w:2021-2022 Russo-Ukrainian crisis|current Ukraine crisis]] in [[w:The New York Times|''The New York Times'']]. He concluded that for us (presumably the US and perhaps its NATO allies) "To escalate now against a weaker adversary [Russia], one less likely to ultimately defeat us and more likely to engage in atomic recklessness if cornered, would be a grave and existential folly."</ref> This repeated a statement made 1987-12-11 by US President [[w:Ronald Reagan| Ronald Reagan]] and USSR head of state [[w:Mikhail Gorbachev|Mikhail Gorbachev]].<ref><!-- Joint statement by Reagan, Gorbachev -->{{cite Q|Q111845607}} Reagan made that same statement 1984-01-25 in his [[Wikisource:Ronald Reagan's Fourth State of the Union Address|fourth State of the Union Address]].</ref> In the following we review the evidence for and against this claim and then comment on the credibility of the logic that led to the creation of the world's current nuclear arsenals and seems to be driving the current "modernization" programs in the US, Russia, China and elsewhere. == Summary of research on the consequences of a nuclear war == It is theoretically possible that a nuclear exchange would end like [[w:World War II|World War II]] with no more than [[w:Atomic bombings of Hiroshima and Nagasaki|two nuclear weapons being used]]. It is also theoretically possible that nuclear weapons in a new war would only target deserted areas like [[w:List of nuclear weapons tests|the locations where more than 2,000 tests of nuclear weapons]] have been conducted so far.<ref>For a "[[w:List of nuclear weapons tests|List of nuclear weapons tests]]", see the Wikipedia article by that title (accessed 2023-07-06).</ref> Either of those scenarios would increase the level of harmful background radiation worldwide leading to increases in the rates of cancer, birth defects and genetic mutations, but would otherwise not likely have an immediate impact a large portion of humanity.<ref>Johnston (2001) reported that only 521 of the more than 2,000 nuclear weapons tests were above ground. If 521 explosions of nuclear weapons in deserted places have not generated a substantive impact on human health, it seems unlikely that a nuclear war involving a few thousand explosions of nuclear weapons in deserted areas would be dramatically worse.</ref> However, a nuclear war with such negligible results is highly unlikely. More likely is the deaths in a few hours or days of tens or hundreds of millions of humans.<ref>The "Number of direct fatalities" in a nuclear war lasting a week ranged from 27 to 360 million in simulations summarized in Xia et al. (2022, Table 1).</ref> More would die of radiation poisoning over the next few months and years.<ref>Ellsberg (2017, pp. 2-3) includes a graph that the Joint Chiefs Joint Chiefs of Staff produced in the Spring of 1961 to answer President Kennedy's question, "If your plans for a general [nuclear] war are carried out as planned, how many people will be killed in the Soviet Union and China?" This graph was a straight line beginning at 275 million who would die during the initial nuclear exchange with another 8.25 million dying each month for the next six months, totaling 325 million deaths.</ref> If more than a few dozen nuclear weapons are used, then "nuclear war would also produce nearly instantaneous climate change that among other effects, would threaten the global food supply. Even a regional nuclear war ..., such as between India and Pakistan,<ref>Robock et al. (2007); Toon et al. (2019). Of course, a nuclear war could be started accidentally by any nuclear-weapons state, as suggested in the report of an Indian cruise missile that landed 2022-03-10 in Pakistan (Mashal and Masood 2022). See also Xia et al. (2022).</ref> in which less than 3% of the world’s nuclear weapons stockpiles were detonated in urban areas, would suddenly decrease the average global temperature by 1°C–7°C [2°–13°F], precipitation by up to 40%, and sunlight by up to 30%. ... Such a conflict would decrease crop production to an extent that it could seriously threaten world food security and even trigger global famine",<ref>Jägermeyr et al. (2020).</ref> according to Robock and Prager (2021). In theory, crop losses of between 10 and 25 percent for 5-10 years<ref>as predicted by Jägermeyr et al. (2020) and others.</ref> might not threaten a global famine or even an increase in malnutrition if people ate more plant-based foods and less meat. In practice, famines never work that way: There is hoarding, and many who do not die of starvation succumb to diseases or secondary wars driven by the food insecurity, according to Helfand (2013). [[w:Amartya Sen|Nobel Prize Economist Sen]] observed that, "no famine has ever taken place ... in a functioning democracy".<ref>Sen (1999, p. 32). Later on p. 178, he stated similarly, "there has never been a famine in a functioning multiparty democracy."</ref> This generalizes the observation that Ireland was a ''net food exporter'' during its infamous potato famines of the nineteenth century.<ref>e.g., Woodham-Smith (1962).</ref> Xia et al. (2022, Table 1) estimated that between 4 and 85 percent of humanity would starve to death if they did not die of something else sooner in the nuclear wars they simulated, with ''between 90 and 95 percent of the fatalities being in countries not directly involved in the hostilities.'' In the spring of 1961, "The total death toll as calculated by the Joint Chiefs of Staff [top US military leaders], from a U.S. first strike aimed at the Soviet Union, its Warsaw Pact satellites, and China, would be roughly six hundred million dead. A hundred Holocausts", according to Daniel Ellsberg, who served as a nuclear war planner for presidents Eisenhower, Kennedy, Johnson and Nixon<ref>Ellsberg (2017, esp. pp. 2-3) noted that 325 million would die in the Soviet Union and China and another couple hundred million in neighboring countries, totalling six hundred million.</ref> before releasing [[w:The Pentagon Papers|"The Pentagon Papers"]] in 1971. Six hundred million was roughly 20 percent of the total human population on earth in 1961, and that didn't count any in the US who might be killed in retaliation. In 1957, roughly 4 years earlier, Mao Zedong, then the Chairman of the People's Republic of China, had reportedly said that a nuclear war could kill a third of humanity, perhaps half, "but imperialism would be razed to the ground, and the whole world would become socialist."<ref>Dikötter (2010). See also Halimi (2018), which gives the date as 1957. There is some controversy about this quote; see the Wikipedia article on [[w:Mao Zedong|"Mao Zedong"]], accessed 2022-03-02.</ref> Turco et al. (1983) published the first predictions of a ''[[w:nuclear winter|nuclear winter]]'' based on climate modeling that considered smoke anticipated from fires started by a massive nuclear weapons exchange between the US and the Soviet Union. They found that "average light levels can be reduced to a few percent of ambient and land temperatures can reach -15° to -25°C [5° to -4°F]" with smoke transported from the Northern to the Southern Hemisphere, all of which "could pose a serious threat to human survivors and to other species." Various teams have published comparable analyses since then with different and increasingly sophisticated models, beginning with Aleksandrov and Stenchikov (1983), with similar conclusions.<ref>Coup et al. (2019, p. 8522).</ref> Coup et al. (2019) predicted hard freezes ''in the summer'' in most of the Northern Hemisphere including the US, Russia, and most of Europe during the first three years following such a war, where temperatures drop below −4°C [25°F], making it impossible to grow crops in those regions. China would suffer a similar fate, with only its southeast portion remaining above freezing in the summer. Much of Southern Mexico, Central and South America, and the Southern Hemisphere would also be negatively impacted, but not to the same extent. These climate modeling results make Mao's predictions from 1957 seem wildly optimistic: Any humans in the US, Canada, or most of Eurasia who survived the nuclear exchange would have extreme difficulties finding enough to eat -- "imperialism razed to the ground", according to Mao. However, crop yields in most of the rest of the world would also be extremely depressed, which Mao had not considered. The results would threaten famine vastly worse than what has been predicted following a nuclear war between India and Pakistan.<ref>Ellsberg said that 98 or 99 percent of humanity would starve to death if they did not die of something else sooner (Ellsberg et al. 2017). Coup et al. (2019) and Xia et al. (2022) conclude that it won't be quite that bad but will still pretty grim.</ref> Of course, no one knows for sure how many people would die directly and indirectly from a nuclear war. However, it should be obvious to at least some if not most people that the ''worst'' response to a nuclear attack would be a nuclear response: * A nuclear response to a nuclear "warning shot" with minimal destruction could too easily escalate until the nuclear arsenals of all parties were expended and the life expectancy of all survivors worldwide was dramatically reduced. * Alternatively, a nuclear response to a massive first strike against a thousand cities would most likely ''increase'' the death toll and reduce the life expectancy of survivors ''in the country responding with nuclear weapons'' (and, of course, in other countries not officially involved). * It is possible that a nuclear response could deter further uses of nuclear weapons and reduce the length and severity of the war and its global impact. However, this outcome seems unlikely given the record of history. Turcotte (2022) concluded that if the 2022 Ukraine 'conflict ends without the annihilation of our species, it should nonetheless be regarded as a planet-wide near-death experience, and the “Peoples of the United Nations” should demand the total elimination of nuclear weapons as quickly as humanly possible, as well as the establishment of new common security measures that will move us much closer to sustainable peace throughout the world.' In spite of this concern, Turcotte recommended military action to support Ukraine but short of declaring war on Russia. Leading experts have made alarming comments about the likelihood of a nuclear attack, possibly by a terrorist organization. In 2004 Bruce Blair, president of the [[w:Center for Defense Information|Center for Defense Information]] wrote: "I wouldn't be at all surprised if nuclear weapons are used over the next 15 or 20 years, first and foremost by a terrorist group that gets its hands on a [[w:Russia and weapons of mass destruction|Russian]]" or [[w:Pakistan and weapons of mass destruction|Pakistani nuclear weapon]].<ref><!--Nicholas D. Kristof (2004) A Nuclear 9/11, NYT-->{{cite Q|Q111906710}}</ref> Other experts seemed even more concerned: A nuclear terrorist attack in the US was considered "more likely than not" within the next five to ten years, according to Professor [[w:Robert Gallucci|Robert Gallucci]] of the [[w:Georgetown University School of Foreign Service|Georgetown University School of Foreign Service]] in 2006 or in the next decade per former U.S. Assistant Secretary of Defense [[w:Graham Allison|Graham Allison]] in 2004.<ref><!-- Ordre Kittrie (2007) Averting Catastrophe: Why the Nuclear Non-proliferation Treaty is Losing its Deterrence Capacity and How to Restore It -->{{cite Q|Q111906652}}</ref> The Wikipedia article on "[[w:National Response Scenario Number One|National Response Scenario Number One]]" describes "the United States federal government's planned response to a nuclear attack." It focuses primarily on "the possible detonation of a small, crude nuclear weapon by a terrorist group in a major city, with significant loss of life and property."<ref>Accessed 2022-05-08, when it cited <!-- Jay Davis (2008) After A Nuclear 9/11 -->{{cite Q|Q111905675}}, <!-- Brian Michael Jenkins (2008) A Nuclear 9/11? -->{{cite Q|Q111906145}}</ref> That article discusses preparing for a nuclear attack but not how to respond. Nevertheless, if the ''worst'' response to a nuclear attack is a nuclear response, that has other policy implications for leaders of nuclear ''and non-nuclear'' countries world wide. However, an analysis of those implications will be left for future work.<ref>Turcotte (2022) offered some suggestions. Recommendations more consistent with the analysis here is the <!--Veterans For Peace Nuclear Posture Review -->{{cite Q|Q111141993}} They mention the "[[w:Treaty on the Prohibition of Nuclear Weapons|Treaty on the Prohibition of Nuclear Weapons]]", supported by the [[w:International Campaign to Abolish Nuclear Weapons|International Campaign to Abolish Nuclear Weapons (ICAN)]].</ref> == Credibility of military leaders and national security experts == {{main|Expertise of military leaders and national security experts}} * ''Never attribute to malice that which is adequately explained by stupidity.'' ([[w:Hanlon's razor|Hanlon's razor]]) * ''Never attribute to malice or stupidity that which can be explained by moderately rational individuals following incentives in a complex system.'' (Hubbard's clumsier correlary.<ref>Hubbard (2020, pp. 81-82).</ref>) The history of armed conflict should raise questions about the credibility of those advocating use of military force: In all major armed conflicts in history, at least one side has lost. Often the official winners lost substantially more than they gained. === Research on expertise === The history of armed conflict is consistent with the research by Kahneman and Klein (2009) in their conclusion that :''expert intuition is learned from frequent, rapid, high-quality feedback.'' In particular, military leaders in combat can get frequent, rapid high-quality feedback on their ability to deliver death and destruction to designated targets. However, no one can get such feedback about how to win wars or how to ''promote broadly shared peace and prosperity for the long term.'' This is discussed in more detail in the Wikiversity article on "[[Expertise of military leaders and national security experts]]". That article documents how experts without such feedback can be beaten by simple rules of thumb developed by intelligent lay people.<ref>Kahneman et al. (2021) report that with some data, a statistical model fit often does better. With lots of data, artificial intelligence systems can do even better. This extends the work of [[w:Paul E. Meehl#Clinical versus statistical prediction|Meehl (1954)]]. Hubbard (2020) and [[w:Superforecasting: The Art and Science of Prediction|Tetlock and Gardner (2015)]] describe things one might do to improve their intuition.</ref> As the time since the [[w:Atomic bombings of Hiroshima and Nagasaki|atomic bombings if Hiroshima and Nagasaki]] increases, the ''intuition'' that political and military leaders have about nuclear weapons gets worse, because that history tells them that they can use more military force, even threatening to use nuclear weapons, without seriously risking a nuclear war. That intuition increasingly threatens the entirity of humanity. === Increasing risks with nuclear proliferation === Narang and Sagan, eds. (2022) ''The Fragile Balance of Terror: Deterrence in the New Nuclear Age'' includes 8 chapters by 12 authors reviewing the literature on different aspects of nuclear deterrence today. They raised many questions about the applicability of [[w:Cold War|Cold War]] analyses of deterence in an age with [[Forecasting nuclear proliferation|an increasing number of nuclear weapon states]]. They mentioned numerous concerns including the following: * [[w:2008 Mumbai attacks|During terrorist attacks in Mumbai in 2008]], someone called called Pakistani president Zardari claiming to be Indian foreign minister Mukherjee threatening to attack Pakistan. That crises was diffused without escalation after US secretary of state Condoleezza Rice called Mukherjee, who assured her that he had not placed such a call, and India was ''not'' planning to attack Pakistan. If someone claiming to be a US official had placed a similar call to Kim Jong Un while Donald Trump was President of the US, the result may not have been as benign.<ref>Narang and Sagan (2022, p. 241).</ref> * [[w:2018 Hawaii false missile alert|"In January 2018, the Hawaii emergency management system issued an incoming missile warning alert]] adding, 'this is not a drill.'" The US did not respond, because (a) they had redundant early warning systems that did not indicate an incoming missile, (b) professional operators in Hawaii promptly acknowledged the mistake, and (c) no one in the US seriously expected such an attack. If this had happened in North Korea, none of these three restraining conditions were present: (a) They did not have redundant warning systems. (b) Operators are killed, not just fired in North Korea for making a mistake like that. (c) US "President Trump was threatening 'fire and fury' if North Korean nuclear and missile tests continued."<ref>Narang and Sagan (2022, p. 232).</ref> * [[w:2019 Balakot airstrike|In 2019 India bombed an alleged terrorist training camp in Balakot]], Pakistan. This was "the first time a nuclear weapons state has bombed the undisputed territory of another nuclear weapons state."<ref>Narang and Sagan (2022, pp. 231-232).</ref> * [[w:2020–2021 China–India skirmishes|In 2020, Chinese and Indian troops engaged in hostilities along their disputed border]] with fatalities on both sides, "for the first time in almost half a century. Intense conflict between three nuclear powers simultaneously is no longer a remote possibility.<ref>Narang and Sagan (2022, p. 232).</ref> Beyond this, [[w:Richard Ned Lebow|Richard Ned Lebow]] said, "There’s all kinds of empirical evidence that a deterrence strategy is as likely to provoke the behavior it seeks to prevent as not."<ref>Lebow et al. (2023). See also Lebow (2020, ch. 4).</ref> === System accidents === The concept of "normal accidents" or "[[w:system accident|system accidents]]" seems important here. Research in that area has established that ''it is impossible to design and manage complex systems to ultra-high levels of reliability''. Maintenance on redundant systems is often deferred, because responsible managers are often reluctant to spend money fixing something that works.<ref>e.g., Sagan (1993).</ref> And procedures are sometimes secretly modified by people with different priorities from their management. For example, at least between 1970 and 1974 the codes in US Air Force launch control centers for [[w:Intercontinental ballistic missile|Intercontinental ballistic missiles]] were all set continuously to 00000000.<ref>Ellsberg (2017, p. 61).</ref> This clearly negated the claim that only the President of the US could order the use of US nuclear weapons, secured by secret codes carried in a briefcase (called the [[w:nuclear football|"nuclear football"]]) near the President at all times. Similarly, former US Secretary of Defense William J. Perry has said an actual nuclear attack on the US is far less likely than a report of one generated by a malfunction in the US nuclear command, control, and communications systems.<ref>Perry and Collina (2020). Of course, a nuclear war could be started accidentally by any nuclear-weapons state, as suggested in the report of an Indian cruise missile that landed 2022-03-10 in Pakistan (Mashal and Masood 2022).</ref> A tragic example of a system accident is the [[w:Sinking of MV Sewol|Sinking of MV ''Sewol'']], 2014-04-16. It sank with over twice its rated load under the command of a substitute captain. The regular captain had complained of deferred maintenance threatening the stability of the vessel; he said the company had threatened to fire him if he continued to complain. As of this writing, it has been over 77 years since nuclear weapons were detonated in hostilities. As noted above, that history feeds human intuition that we can safely be more aggressive in developing, deploying and threatening the use of nuclear weapons without seriously risking [[Time to nuclear Armageddon|nuclear Armageddon]]. People who disagree like the [[w:Union of Concerned Scientists|Union of Concerned Scientists]] with their [[w:Doomsday Clock|Doomsday Clock]] are dismissed as unrealistic, like [[w:Chicken Little|Chicken Little]]. == Human psychology and the role of the media == When people are attacked, it can sometimes be difficult to control their responses, which are driven by instinctive reactions often characterized as irrational. Johnson (2004) documented how these instinctive reactions exist, because they provided survival benefits to our ancestors over hundreds of thousands and millions of years of evolutionary history. These instincts may, however, push us into the ''worst'' possible response to a nuclear attack. Worse, major media everywhere have a conflict of interest in honestly reporting on anything (like these research results) that might threaten those who control the money for the media.<ref name='McC+Cagé+Rolnik">McChesney (2004). Cagé (2016). Rolnik et al. (2019). See also "[[Confirmation bias and conflict]]".</ref> Everyone thinks they know more than they do,<ref name=Kahneman>Kahneman (2011).</ref> which makes them easily misled by the media they find credible.<ref>[[Confirmation bias and conflict]]. See also McChesney (2004), Cagé (2016), and Rolnik et al. (2019).</ref> == Probability of a nuclear war == The section on [[Time to nuclear Armageddon#Relevant literature|Relevant literature]] of the Wikiversity article on [[Time to nuclear Armageddon]] includes a table summarizing previous estimates of the probability of a nuclear war. Karger et al. (2023) provides a more extensive study of the probability of a nuclear war and other extistential risks. == Recapitulation == In sum, the worst possible response to a nuclear attack would seem to be a nuclear response. Existing nuclear weapons policies appear to be supported by propaganda that is effective, because it supports the preferences of those who control the money for the media,<ref name='McC+Cagé+Rolnik"/> and because everyone thinks they know more than they do.<ref name=Kahneman/> == Acknowledgements == Thanks to Owen B. Toon, Alan Robock, and presenters at their irregular webinar series on impact on climate of a nuclear war. Of course, any errors and other deficiencies in this article are solely the responsibility of the author. == See also == * [[Expertise of military leaders and national security experts]] * [[Time to nuclear Armageddon]] * [[Forecasting nuclear proliferation]] * [[Time to extinction of civilization]] == References == * <!-- Guardian (2001-10-14) Bush rejects Taliban offer to hand Bin Laden over -->{{cite Q|Q111228506}} * <!-- Aleksandrov and Stenchikov (1983) "On the modeling of the climatic consequences of the nuclear war" -->{{cite Q|Q63229964}} * <!-- Borger (2022) Five of world’s most powerful nations pledge to avoid nuclear war, Guardian -->{{cite Q|Q111011203}} * <!-- Cagé (2016) Saving the media: Capitalism, crowdfunding and democracy (Harvard U. Pr.)-->{{cite Q|Q54640583}} * <!-- Chenoweth and Stephan (2011) Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict (Columbia U. 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(2020-03-16) "A regional nuclear conflict would compromise global food security", Proceedings of the National Academy of Science of the United States of America -->{{cite Q|Q90371058}} * <!-- Dominic D. P. Johnson (2004). Overconfidence and War: The Havoc and Glory of Positive Illusions (Harvard U. Pr.) -->{{cite Q|Q118106389}} * <!-- Johnston (2001) Chronological Listing of Above Ground Nuclear Detonations -->{{cite Q|Q111222177}} * <!-- Jones, Seth, and Martin C. Libicki (2008) "How Terrorist Groups End: Lessons for Countering al Qa'ida", RAND Corporation-->{{cite Q|Q57515305}} * <!-- Kahneman, Daniel (2011) Thinking, Fast and Slow (FSG)-->{{cite Q|Q983718}} * <!-- Kahneman and Klein (2009) Conditions for intuitive expertise: a failure to disagree-->{{cite Q|Q35001791}} * <!-- Kahneman, Sibony, and Sunstein (2021) Noise: A flaw in human judgment -->{{cite Q|Q107108766}} * <!--Ezra Karger, Josh Rosenberg, Zachary G Jacobs, Molly Hickman, Rose Hadshar, Kayla Gamin, Taylor Smith, Bridget Williams, Tegan McCaslin, Stephen Thomas, and Philip Tetlock (2023) "Forecasting Existential Risks: Evidence from a Long-Run Forecasting Tournament"-->{{cite Q|Q122208144}} * <!-- Richard Ned Lebow (2020) A Democratic foreign policy: Regaining American influence abroad (Palgrave Macmillan)-->{{cite Q|Q124351867}} * <!-- Lebow, Samuelson, Graves (2023) "Richard Ned Lebow on national defense including deterrence"-->{{cite Q|Q124351846}} * <!-- Mujib Mashal and Salman Masood (2022-03-12) "India Accidentally Fires a Missile at Pakistan. Calm Ensues.", NYT -->{{cite Q|Q111223210}} * <!-- McChesney, Robert (2004) The Problem of the Media: U.S. Communication Politics in the 21st Century (Monthly Review Press) -->{{cite Q|Q7758439}} * <!-- Paul E. Meehl (1954) Clinical vs. statistical prediction-->{{cite Q|Q115455297}} * <!-- Narang, Vipin; Sagan, Scott D. (2022) The Fragile Balance of Terror: Deterrence in the New Nuclear Age (Cornell University Press)-->{{cite Q|Q124351052|authors=Vipin Narang and Scott D. Sagan, eds.}} * <!-- Pape, Robert, and James K. Feldman (2010) Cutting the fuse : the explosion of global suicide terrorism and how to stop it (U. of Chicago Pr.)-->{{cite Q|Q109249408}} * <!-- Perry, William J., and Tom Z. Collina (2020) The Button: The new nuclear arms race and presidential power from Truman to Trump (BenBella)->>{{cite Q|Q102046116}} * <!-- Robock, Alan, Luke Oman, Georgiy L. Stenchikov, Owen B. Toon, C. Bardeen, and R. P. Turco (2007) "Climatic consequences of regional nuclear conflicts", Atmospheric Chemistry and Physics -->{{cite Q|Q21129034}} * <!-- Robock, Alan, and Stewart C. Prager (2021-12-02) "Geoscientists Can Help Reduce the Threat of Nuclear Weapons", Eos-->{{cite Q|Q111146317}} * <!-- Guy Rolnik; Julia Cagé; Joshua Gans; Ellen P. Goodman; Brian G. Knight; Andrea Prat; Anya Schiffrin (1 July 2019), Protecting Journalism in the Age of Digital Platforms (PDF), Booth School of Business-->{{cite Q|Q106465358}} * <!-- Sagan, Scott (1993) The Limits of Safety: Organizations, Accidents, and Nuclear Weapons (Princeton University Press)-->{{cite Q|Q111146417}} * <!-- Sen, Amartya (1999) Development as Freedom (Knopf)-->{{cite Q|Q5266729}} * <!--Philip E. Tetlock and Dan Gardner (2015) Superforecasting: The Art and Science of Prediction (Crown)-->{{cite Q|Q21203378}} * <!-- Tegmark (2023) How would a nuclear war between Russia and the US affect you personally?-->{{cite Q|Q124432900}} * <!-- Toon, Owen B., Charles G. Bardeen, Alan Robock, Hans Kristensen, Matthew McKinzie, R. J. Peterson, Cheryl S. Harrison, Nicole S. Lovenduski, and Richard P. Turco (2019) "Rapidly expanding nuclear arsenals in Pakistan and India portend regional and global catastrophe", Sciences Advances-->{{cite Q|Q90735736}} * <!-- Turco, R. P., Owen B. Toon, T. P. Ackerman, J. B. Pollack, and Carl Sagan (1983) "Nuclear winter: Global consequences of multiple nuclear explosions", Science, 222(4630), 1283–1292, https://doi.org/10.1126/science.222.4630.1283. -->{{cite Q|Q111146500}} * <!-- Turcotte (2022-03-09) Global community must step up pressure on Putin -->{{cite Q|Q111235117}} * <!-- Tyler, Tom R. (2006) Why people obey the law, revised ed. (Princeton U. Pr.)-->{{cite Q|Q111097755}} * <!-- Tyler, Tom R., and Yuen J. Huo (2002) Trust in the Law: Encouraging Public Cooperation with the Police and Courts (Russell Sage Foundation)-->{{cite Q|Q106943244}} * <!-- Woodham-Smith, Cecil (1962) The Great Hunger: Ireland 1845-1849 (Harper)-->{{cite Q|Q7737800}} * <!-- Xia et al. (2022) Global food insecurity and famine ... from a nuclear war ...-->{{cite Q| Q113732668}} == Notes == {{Reflist|30em}} [[Category:Original research]] [[Category:Research]] [[Category:Political science]] [[Category:Military]] [[Category:Military Science]] [[Category:Freedom and abundance]] [[Category:psychology]] [[category:Political economy]] jkgisw2zkt4hhxkw3ouge9rjda7ojlj 4 285491 2720693 2719780 2025-07-04T06:48:46Z Alexis Jazz 791434 Updating gadget usage statistics from [[Special:GadgetUsage]] ([[phab:T121049]]) 2720693 wikitext text/x-wiki {{#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 2025-07-01T06:49:38Z. A maximum of {{PLURAL:5000|one result is|5000 results are}} available in the cache. {| class="sortable wikitable" ! Gadget !! data-sort-type="number" | Number of users !! data-sort-type="number" | Active users |- |CleanDeletions || 75 || 0 |- |EnhancedTalk || 1384 || 3 |- |HideFundraisingNotice || 828 || 7 |- |HotCat || 900 || 11 |- |LintHint || 114 || 3 |- |Round Corners || 1178 || 2 |- |contribsrange || 381 || 3 |- |dark-mode || 131 || 2 |- |dark-mode-toggle || 175 || 5 |- |edittop || 508 || 8 |- |popups || 867 || 3 |- |purge || 727 || 9 |- |sidebartranslate || 551 || 1 |- |usurper-count || 114 || 0 |} * [[Special:GadgetUsage]] * [[m:Meta:GUS2Wiki/Script|GUS2Wiki]] <!-- data in CSV format: CleanDeletions,75,0 EnhancedTalk,1384,3 HideFundraisingNotice,828,7 HotCat,900,11 LintHint,114,3 Round Corners,1178,2 contribsrange,381,3 dark-mode,131,2 dark-mode-toggle,175,5 edittop,508,8 popups,867,3 purge,727,9 sidebartranslate,551,1 usurper-count,114,0 --> 23aiqwg4jum965gsxvlrpg8vs09trzs 0 285723 2720616 2719505 2025-07-03T23:07:11Z Scogdill 1331941 /* Hats, Bonnets and Headwear */ 2720616 wikitext text/x-wiki Especially with respect to fashion, the newspapers at the end of the 19th century in the UK often used specialized terminology. The definitions on this page are to provide a sense of what someone in the late 19th century might have meant by the term rather than a definition of what we might mean by it today. In the absence of a specialized glossary from the end of the 19th century in the U.K., we use the ''Oxford English Dictionary'' because the senses of a word are illustrated with examples that have dates so we can be sure that the senses we pick are appropriate for when they are used in the quotations we have. We also sometimes use the French ''Wikipédia'' to define a word because many technical terms of fashion were borrowings from the French. Also, often the French ''Wikipédia'' provides historical context for the uses of a word similar to the way the OED does. == Articles or Parts of Clothing: Men's == [[Social Victorians/Terminology#Military|Men's military uniforms]] are discussed below. === À la Romaine === [[File:Johann Baptist Straub - Mars um 1772-1.jpg|thumb|left|alt=Old and damaged marble statue of a Roman god of war with flowing cloak, big helmet with a plume on top, and armor|Johann Baptist Straub's 1772 ''à la romaine'' ''Mars'']] A few people who attended the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball in 1897]] personated Roman gods or people. They were dressed not as Romans, however, but ''à la romaine'', which was a standardized style of depicting Roman figures that was used in paintings, sculpture and the theatre for historical dress from the 17th until the 20th century. The codification of the style was developed in France in the 17th century for theatre and ballet, when it became popular for masked balls. Women as well as men could be dressed ''à la romaine'', but much sculpture, portraiture and theatre offered opportunities for men to dress in Roman style — with armor and helmets — and so it was most common for men. In large part because of the codification of the style as well as the painting and sculpture, the style persisted and remained influential into the 20th century and can be found in museums and galleries and on monuments. For example, Johann Baptist Straub's 1772 statue of Mars (left), now in the Bayerisches Nationalmuseum, Munich, missing part of an arm, shows Mars ''à la romaine''. In London, an early 17th-century example of a figure of Mars ''à la romaine'', with a helmet, '''was''' "at the foot of the Buckingham tomb in Henry VII's Chapel at Westminster Abbey."<ref>Webb, Geoffrey. “Notes on Hubert Le Sueur-II.” ''The Burlington Magazine for Connoisseurs'' 52, no. 299 (1928): 81–89. http://www.jstor.org/stable/863535.</ref>{{rp|81, Col. 2c}} [[File:Sir-Anthony-van-Dyck-Lord-John-Stuart-and-His-Brother-Lord-Bernard-Stuart.jpg|thumb|alt=Old painting of 2 men flamboyantly and stylishly dressed in colorful silk, with white lace, high-heeled boots and long hair|Van Dyck's c. 1638 painting of cavaliers Lord John Stuart and his brother Lord Bernard Stuart]] [[File:Frans_Hals_-_The_Meagre_Company_(detail)_-_WGA11119.jpg|thumb|Frans Hals - The Meagre Company (detail) - WGA11119.jpg]] === Cavalier === As a signifier in the form of clothing of a royalist political and social ideology begun in France in the early 17th century, the cavalier style established France as the leader in fashion and taste. Adopted by [[Social Victorians/Terminology#Military|wealthy royalist British military officers]] during the time of the Restoration, the style signified a political and social position, both because of the loyalty to Charles I and II as well the wealth required to achieve the cavalier look. The style spread beyond the political, however, to become associated generally with dress as well as a style of poetry.<ref>{{Cite journal|date=2023-04-25|title=Cavalier poet|url=https://en.wikipedia.org/w/index.php?title=Cavalier_poet&oldid=1151690299|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Cavalier_poet.</ref> Van Dyck's 1638 painting of two brothers (right) emphasizes the cavalier style of dress. === Coats === ==== Doublet ==== * In the 19th-century newspaper accounts we have seen that use this word, doublet seems always to refer to a garment worn by a man, but historically women may have worn doublets. In fact, a doublet worn by Queen Elizabeth I exists and '''is somewhere'''. * Technically doublets were long sleeved, although we cannot be certain what this or that Victorian tailor would have done for a costume. For example, the [[Social Victorians/People/Spencer Compton Cavendish#Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball|Duke of Devonshire's costume as Charles V]] shows long sleeves that may be part of the surcoat but should be the long sleeves of the doublet. ==== Pourpoint ==== A padded doublet worn under armor to protect the warrior from the metal chafing. A pourpoint could also be worn without the armor. ==== Surcoat ==== Sometimes just called ''coat''. [[File:Oscar Wilde by Sarony 1882 18.jpg|thumb|alt=Old photograph of a young man wearing a velvet jacket, knee breeches, silk hose and shiny pointed shoes with bows, seated on a sofa and leaning on his left hand and holding a book in his right| Oscar Wilde, 1882, by Napoleon Sarony]] === Hose, Stockings and Tights === Newspaper accounts from the late 19th century of men's clothing use the term ''hose'' for what we might call stockings or tights. In fact, the terminology is specific. ''Stockings'' is the more general term and could refer to hose or tights. With knee breeches men wore hose, which ended above the knee, and women wore hose under their dresses. The ''Oxford English Dictionary'' defines tights as "Tight-fitting breeches, worn by men in the 18th and early 19th centuries, and still forming part of court-dress."<ref>“Tights, N.” ''Oxford English Dictionary'', Oxford UP, July 2023, https://doi.org/10.1093/OED/2693287467.</ref> By 1897, the term was in use for women's stockings, which may have come up only to the knee. Tights were also worn by dancers and acrobats. This general sense of ''tights'' does not assume that they were knitted. ''Clocking'' is decorative embroidery on hose, usually, at the ankles on either the inside or the outside of the leg. It started at the ankle and went up the leg, sometimes as far as the knee. On women's hose, the clocking could be quite colorful and elaborate, while the clocking on men's hose was more inconspicuous. In many photographs men's hose are wrinkled, especially at the ankles and the knees, because they were shaped from woven fabric. Silk hose were knitted instead of woven, which gave them elasticity and reduced the wrinkling. The famous Sarony carte de visite photograph of Oscar Wilde (right) shows him in 1882 wearing knee breeches and silk hose, which are shiny and quite smoothly fitted although they show a few wrinkles at the ankles and knees. In the portraits of people in costume at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]], the men's hose are sometimes quite smooth, which means they were made of knitted silk and may have been smoothed for the portrait. In painted portraits the hose are almost always depicted as smooth, part of the artist's improvement of the appearance of the subject. === Shoes and Boots === == Articles or Parts of Clothing: Women's == === '''Chérusque''' === According to the French ''Wikipedia'', ''chérusque'' is a 19th-century term for the kind of standing collar like the ones worn by ladies in the Renaissance.<ref>{{Cite journal|date=2021-06-26|title=Collerette (costume)|url=https://fr.wikipedia.org/w/index.php?title=Collerette_(costume)&oldid=184136746|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Collerette_(costume)#Au+xixe+siècle+:+la+Chérusque.</ref> === Corsage === According to the ''Oxford English Dictionary'', the corsage is the "'body' of a woman's dress; a bodice."<ref>"corsage, n." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/42056. Accessed 7 February 2023.</ref> This sense is well documented in the ''OED'' for the mid and late 19th-century, used this way in fiction as well as in a publication like ''Godey's Lady's Book'', which would be expected to use appropriate terminology associated with fashion and dress making. The sense of "a bouquet worn on the bodice" is, according to the ''OED'', American. === Décolletage === === Girdle === === Mancheron === According to the ''Oxford English Dictionary'', a ''mancheron'' is a "historical" word for "A piece of trimming on the upper part of a sleeve on a woman's dress."<ref>"mancheron, n." ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/113251. Accessed 17 April 2023.</ref> At the present, in French, a ''mancheron'' is a cap sleeve "cut directly on the bodice."<ref>{{Cite journal|date=2022-11-28|title=Manche (vêtement)|url=https://fr.wikipedia.org/w/index.php?title=Manche_(v%C3%AAtement)&oldid=199054843|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Manche_(v%C3%AAtement).</ref> === Petticoat === According to the ''O.E.D.'', a petticoat is a <blockquote>skirt, as distinguished from a bodice, worn either externally or showing beneath a dress as part of the costume (often trimmed or ornamented); an outer skirt; a decorative underskirt. Frequently in ''plural'': a woman's or girl's upper skirts and underskirts collectively. Now ''archaic'' or ''historical''.<ref>“petticoat, n., sense 2.b”.  ''Oxford English Dictionary'', Oxford University Press,  September 2023, <https://doi.org/10.1093/OED/1021034245></ref> </blockquote>This sense is, according to the ''O.E.D.'', "The usual sense between the 17th and 19th centuries." However, while petticoats belong in both outer- and undergarments — that is, meant to be seen or hidden, like underwear — they were always under another garment, for example, underneath an open overskirt. The primary sense seems to have shifted through the 19th century so that, by the end, petticoats were underwear and the term ''underskirt'' was used to describe what showed under an open overskirt. In the 19th century, women wore their chemises, bloomers and [[Social Victorians/Terminology#Hoops|hoops]] under their petticoats. === Stomacher === According to the ''O.E.D.'', a stomacher is "An ornamental covering for the chest (often covered with jewels) worn by women under the lacing of the bodice,"<ref>“stomacher, n.¹, sense 3.a”. ''Oxford English Dictionary'', Oxford University Press, September 2023, <https://doi.org/10.1093/OED/1169498955></ref> although by the end of the 19th century, the bodice did not often have visible laces. Some stomachers were so decorated that they were thought of as part of the jewelry. === Train === A train is The Length of the Train '''For the monarch [or a royal?]''' According to Debrett's,<blockquote>A peeress's coronation robe is a long-trained crimson velvet mantle, edged with miniver pure, with a miniver pure cape. The length of the train varies with the rank of the wearer: * Duchess: for rows of ermine; train to be six feet * Marchioness: three and a half rows of ermine; train to be three and three-quarters feet * Countess: three rows of ermine; train to be three and a half feet * Viscountess: two and a half rows of ermine; train to be three and a quarter feet * Baroness: two rows of ermine; train to be three feet<ref name=":2">{{Cite web|url=https://debretts.com/royal-family/dress-codes/|title=Dress Codes|website=debretts.com|language=en-US|access-date=2023-07-27}} https://debretts.com/royal-family/dress-codes/.</ref> </blockquote>The pattern on the coronet worn was also quite specific, similar but not exactly the same for peers and peeresses. Debrett's also distinguishes between coronets and tiaras, which were classified more like jewelry, which was regulated only in very general terms. Peeresses put on their coronets after the Queen or Queen Consort has been crowned. ['''peers?'''] == Hats, Bonnets and Headwear == === Women's === The dresses in the 1892 production of Reyer's Salammbo, based on the Flaubert novel, were influential and occasioned a lot of newspaper coverage:<blockquote>Among the concessions to women made recently in Paris, and over which old-fashioned folk shake their heads as being a terrible innovation, is the permission given to sit in the orchestra stalls at the theatre. Though only in the two last rows of the spectators, women of the first class had place, they are still obliged to appear in demi-toilette, which includes the wearing of a bonnet. It was on the occasion of the first performance of “Salammbo” that the change was allowed, and there are not wanting people who think that after such a departure a deluge, or some such visitation, may be looked for.<ref>"Ladies Column." ''Kilburn Times'' 8 July 1892, Friday: 7 [of 8], Col. 2b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001813/18920708/175/0007. Print title: ''The Kilburn Times, Hampstead and North-Western Post'', p. 7</ref></blockquote>[[Social Victorians/People/Bourke|Gwendolen Bourke]] was dressed as Salammbo at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]]. ==== Fontanges ==== Another fontange: [[File:Madame de Ludre en Stenkerke et falbala - (estampe) (2e état) - N. arnoult fec - btv1b53265886c.jpg|none|thumb|Madame de Ludre en Stenkerke et falbala - (estampe) (2e état) - N. arnoult fec - btv1b53265886c.jpg]] [[File:Recueil de modes - Tome 4 - cent-quatre-vingt-cinq planches - estampes - btv1b105296325 (083 of 195).jpg|none|thumb|Recueil de modes - Tome 4 - cent-quatre-vingt-cinq planches - estampes - btv1b105296325 (083 of 195).jpg]] === Men's === == Cinque Cento == According to the ''Oxford English Dictionary'', ''Cinque Cento'' is a shortening of ''mil cinque cento'', or 1500.<ref>"cinquecento, n." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/33143. Accessed 7 February 2023.</ref> The term, then would refer, perhaps informally, to the sixteenth century. == Corset == [[File:Corset - MET 1972.209.49a, b.jpg|thumb|alt=Photograph of an old silk corset on a mannequin, showing the closure down the front, similar to a button, and channels in the fabric for the boning. It is wider at the top and bottom, creating smooth curves from the bust to the compressed waist to the hips, with a long point below the waist in front.|French 1890s corset, now in the Metropolitan Museum of Art, NYC]] The understructure of Victorian women's clothing is what makes the costumes worn by the women at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] so distinctly Victorian in appearance. An example of a corset that has the kind of structure often worn by fashionably dressed women in 1897 is the one at right. This corset exaggerated the shape of the women's bodies and made possible a bodice that looked and was fitted in the way that is so distinctive of the time — very controlled and smooth. And, as a structural element, this foundation garment carried the weight of all those layers and all that fabric and decoration on the gowns, trains and mantles. (The trains and mantles could be attached directly to the corset itself.) * This foundation emphasizes the waist and the bust in particular, in part because of the contrast between the very small waist and the rounded fullness of the bust and hips. * The idealized waist is defined by its small span and the sexualizing point at the center-bottom of the bodice, which directs the eye downwards. Interestingly, the pointed waistline worn by Elizabethan men has become level in the Victorian age. Highly fashionable Victorian women wearing the traditional style, however, had extremely pointed waists. * The busk (a kind of boning in the front of a corset that is less flexible than the rest) smoothed the bodice, flattened the abdomen and prevented the point on the bodice from curling up. * The sharp definition of the waist was caused by ** length of the corset (especially on the sides) ** the stiffness of the boning ** the layers of fabric ** the lacing (especially if the woman used tightlacing) ** the over-all shape, which was so much wider at the top and the bottom ** the contrast between the waist and the wider top and bottom * The late-19th-century corset was long, ending below the waist even on the sides and back. * The boning and the top edge of the late 19th-century fashion corset pushed up the bust, rounding (rather than flattening, as in earlier styles) the breasts, drawing attention to their exposed curves and creating cleavage. * The exaggerated bust was larger than the hips, whenever possible, an impression reinforced by the A-line of the skirt and the inverted Vs in the decorative trim near the waist and on the skirt. * This corset made the bodice very smooth with a very precise fit, that had no wrinkles, folds or loose drapery. The bodice was also trimmed or decorated, but the base was always a smooth bodice. More formal gowns would still have the fitted bodice and more elaborate trim made from lace, embroidery, appliqué, beading and possibly even jewels. The advantages and disadvantages of corseting and especially tight lacing were the subject of thousands of articles and opinions in the periodical press for a great part of the century, but the fetishistic and politicized tight lacing was practiced by very few women. And no single approach to corsetry was practiced by all women all the time. Most of the women at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 ball]] were not tightly laced, but the progressive style does not dominate either, even though all the costumes are technically historical dress. Part of what gives most of the costumes their distinctive 19th-century "look" is the more traditional corset beneath them. Even though this highly fashionable look was widely present in the historical costumes at the ball, some women's waists were obviously very small and others were hardly '''emphasized''' at all. Women's waists are never mentioned in the newspaper coverage of the ball — or, indeed, of any of the social events attended by the network at the ball — so it is only in photographs that we can see the effects of how they used their corsets. ==== Things To Add ==== [[File:Woman's Corset LACMA M.2007.211.353.jpg|thumb|Woman's Corset LACMA M.2007.211.353.jpg|none]] * Corset as an outer garment, 18th century, in place of a stomacher<ref name=":11" /> (419) * Corsets could be laced in front or back * Methods for making the holes for the laces and the development of the grommet (in the 1830s) == Court Dress == Also Levee and drawing-room == Crevé == ''Creve'', without the accent, is an old word in English (c. 1450) for burst or split.<ref>"creve, v." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/44339. Accessed 8 February 2023.</ref> ['''With the acute accent, it looks like a past participle in French.'''] == Elaborations == In her 1973 ''The Best Circles: Society, Etiquette and the Season'', Leonore Davidoff notes that women’s status was indicated by dress and especially ornament: “Every cap, bow, streamer, ruffle, fringe, bustle, glove and other elaboration,” she says, “symbolised some status category for the female wearer.”<ref name=":1">Davidoff, Leonore. ''The Best Circles: Society Etiquette and the Season''. Intro., Victoria Glendinning. The Cressett Library (Century Hutchinson), 1986 (orig 1973).</ref>{{rp|93}} Looking at these elaborations as meaningful rather than dismissing them as failed attempts at "historical accuracy" reveals a great deal about the individual women who wore or carried them — and about the society women and political hostesses in their roles as managers of the social world. In her review of ''The House of Worth: Portrait of an Archive'', Mary Frances Gormally says,<blockquote>In a socially regulated year, garments custom made with a Worth label provided women with total reassurance, whatever the season, time of day or occasion, setting them apart as members of the “Best Circles” dressed in luxurious, fashionable and always appropriate attire (Davidoff 1973). The woman with a Worth wardrobe was a woman of elegance, lineage, status, extreme wealth and faultless taste.<ref>Gormally, Mary Frances. Review essay of ''The House of Worth: Portrait of an Archive'', by Amy de la Haye and Valerie D. Mendes (V&A Publishing, 2014). ''Fashion Theory'' 2017 (21, 1): 109–126. DOI: 10.1080/1362704X.2016.1179400.</ref> (117)</blockquote> [[File:Aglets from Spanish portraits - collage by shakko.jpg|thumb|alt=A collage of 12 different ornaments typically worn by elite people from Spain in the 1500s and later|Aglets — Detail from Spanish Portraits]] === Aglet, Aiglet === Historically, an aglet is a "point or metal piece that capped a string [or ribbon] used to attach two pieces of the garment together, i.e., sleeve and bodice."<ref name=":7">Lewandowski, Elizabeth J. ''The Complete Costume Dictionary''. Scarecrow Press, 2011.</ref>{{rp|4}} Although they were decorative, they were not always visible on the outside of the clothing. They were often stuffed inside the layers at the waist (for example, attaching the bodice to a skirt or breeches). Alonso Sánchez Coello's c. 1584 (316) portrait (above right, in the [[Social Victorians/Terminology#16th Century|Hoops section]]) shows infanta Isabel Clara Eugenia wearing a vertugado, with its "typically Spanish smooth cone-shaped contour," with "handsome aiglets cascad[ing] down center front."<ref name=":11">Payne, Blanche. ''History of Costume from the Ancient Egyptians to the Twentieth Century''. Harper & Row, 1965.</ref> (315) === Frou-frou === In French, ''frou-frou'' or, spelled as ''froufrou'', is the sound of the rustling of silk or sometimes of fabrics in general.<ref>{{Cite journal|date=2023-07-25|title=frou-frou|url=https://fr.wiktionary.org/w/index.php?title=frou-frou&oldid=32508509|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/frou-frou.</ref> The first use the French ''Wiktionnaire'' lists is Honoré Balzac, ''La Cousine Bette'', 1846.<ref>{{Cite journal|date=2023-06-03|title=froufrou|url=https://fr.wiktionary.org/w/index.php?title=froufrou&oldid=32330124|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/froufrou.</ref> ''Frou-frou'' is a term clothing historians use to describe decorative additions to an article of clothing; often the term has a slight negative connotation, suggesting that the additions are superficial and, perhaps, excessive. === Plastics === Small poufs of fabric connected in a strip in the 18th century, Rococo styles. === Pouf, Puff, Poof === According to the French ''Wikipédia'', a pouf was, beginning in 1744, a "kind of women's hairstyle":<blockquote>The hairstyle in question, known as the “pouf”, had launched the reputation of the enterprising Rose Bertin, owner of the Grand Mogol, a very prominent fashion accessories boutique on Rue Saint-Honoré in Paris in 1774. Created in collaboration with the famous hairdresser, Monsieur Léonard, the pouf was built on a scaffolding of wire, fabric, gauze, horsehair, fake hair, and the client's own hair held up in an almost vertical position. — (Marie-Antoinette, ''Queen of Fashion'', translated from the American by Sylvie Lévy, in ''The Rules of the Game'', n° 40, 2009)</blockquote>''Puff'' and ''poof'' are used to describe clothing. === Shirring === ''Shirring'' is the gathering of fabric to make poufs or puffs. The 19th century is known for its use of this decorative technique. Even men's clothing had shirring: at the shoulder seam. === Sequins === Sequins, paillettes, spangles Sequins — or paillettes — are "small, scalelike glittering disks."<ref name=":7" />(216) The French ''Wiktionnaire'' defines ''paillette'' as "Lamelle de métal, brillante, mince, percée au milieu, ordinairement ronde, et qu’on applique sur une étoffe pour l’orner [A strip of metal, shiny, thin, pierced in the middle, usually round, and which is applied to a fabric in order to decorate it.]"<ref name=":8">{{Cite journal|date=2024-03-18|title=paillette|url=https://fr.wiktionary.org/w/index.php?title=paillette&oldid=33809572|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/paillette.</ref> According to the ''OED'', the use of ''sequin'' as a decorative device for clothing (as opposed to gold coins minted and used for international trade) goes back to the 1850s.<ref>“Sequin, N.” ''Oxford English Dictionary'', Oxford UP, September 2023, https://doi.org/10.1093/OED/4074851670.</ref> The first instance of ''spangle'' as "A small round thin piece of glittering metal (usually brass) with a hole in the centre to pass a thread through, used for the decoration of textile fabrics and other materials of various sorts" is from c. 1420.<ref>“Spangle, N. (1).” ''Oxford English Dictionary'', Oxford UP, July 2023, https://doi.org/10.1093/OED/4727197141.</ref> The first use of ''paillette'' listed in the French ''Wiktionnaire'' is in Jules Verne in 1873 to describe colored spots on icy walls.<ref name=":8" /> Currently many distinguish between sequins (which are smaller) and paillettes (which are larger). Before the 20th century, sequins were metal discs or foil leaves, and so of course if they were silver or copper, they tarnished. It is not until well into the 20th century that plastics were invented and used for sequins. === Trim and Lace === ''A History of Feminine Fashion'', published sometime before 1927 and probably commissioned by [[Social Victorians/People/Dressmakers and Costumiers#Worth, of Paris|the Maison Worth]], describes Charles Frederick Worth's contributions to the development of embroidery and [[Social Victorians/Terminology#Passementerie|passementerie]] (trim) from about the middle of the 19th century:<blockquote>For it must be remembered that one of M. Worth's most important and lasting contributions to the prosperity of those who cater for women's needs, as well as to the variety and elegance of his clients' garments, was his insistence on new fabrics, new trimmings, new materials of every description. In his endeavours to restore in Paris the splendours of the days of La Pompadour, and of Marie Antoinette, he found himself confronted at the outset with a grave difficulty, which would have proved unsurmountable to a man of less energy, resource and initiative. The magnificent materials of those days were no longer to be had! The Revolution had destroyed the market for beautiful materials of this, type, and the Restoration and regime of Louis Philippe had left a dour aspect in the City of Light. ... On parallel lines [to his development of better [[Social Victorians/Terminology#Satin|satin]]], [Worth] stimulated also the manufacture of embroidery and ''passementerie''. It was he who first started the manufacture of laces copied from the designs of the real old laces. He was the / first dressmaker to use fur in the trimming of light materials — but he employed only the richer furs, such as sable and ermine, and had no use whatever for the inferior varieties of skins.<ref name=":9">[Worth, House of.] {{Cite book|url=http://archive.org/details/AHistoryOfFeminineFashion|title=A History Of Feminine Fashion (1800s to 1920s)}} Before 1927. [Likely commissioned by Worth. Link is to Archive.org; info from Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Worth_Biarritz_salon.jpg.]</ref>{{rp|6–7}}</blockquote> ==== Gold and Silver Fabric and Lace ==== The ''Encyclopaedia Britannica'' (9th edition) has an article on gold and silver fabric, threads and lace attached to the article on gold. (This article is based on knowledge that would have been available toward the end of the 19th century and does not, obviously, reflect current knowledge or ways of talking.)<blockquote>GOLD AND SILVER LACE. Under this heading a general account may be given of the use of the precious metals in textiles of all descriptions into which they enter. That these metals were used largely in the sumptuous textiles of the earliest periods of civilization there is abundant testimony; and to this day, in the Oriental centres whence a knowledge and the use of fabrics inwoven, ornamented, and embroidered with gold and silver first spread, the passion for such brilliant and costly textiles is still most strongly and generally prevalent. The earliest mention of the use of gold in a woven fabric occurs in the description of the ephod made for Aaron (Exod. xxxix. 2, 3) — "And he made the ephod of gold, blue, and purple, and scarlet, and fine twined linen. And they did beat the gold into thin plates, and cut it into wires (strips), to work it in the blue, and in the purple, and in the scarlet, and in the fine linen, with cunning work." In both the ''Iliad'' and the ''Odyssey'' distinct allusion is frequently made to inwoven and embroidered golden textiles. Many circumstances point to the conclusion that the art of weaving and embroidering with gold and silver originated in India, where it is still principally prosecuted, and that from one great city to another the practice travelled westward, — Babylon, Tarsus, Baghdad, Damascus, the islands of Cyprus and Sicily, Con- / stantinople and Venice, all in the process of time becoming famous centres of these much prized manufactures. Alexander the Great found Indian kings and princes arrayed in robes of gold and purple; and the Persian monarch Darius, we are told, wore a war mantle of cloth of gold, on which were figured two golden hawks as if pecking at each other. There is reason, according to Josephus, to believe that the “royal apparel" worn by Herod on the day of his death (Acts xii. 21) was a tissue of silver. Agrippina, the wife of the emperor Claudius, had a robe woven entirely of gold, and from that period downwards royal personages and high ecclesiastical dignitaries used cloth and tissues of gold and silver for their state and ceremonial robes, as well as for costly hangings and decorations. In England, at different periods, various names were applied to cloths of gold, as ciclatoun, tartarium, naques or nac, baudekiu or baldachin, Cyprus damask, and twssewys or tissue. The thin flimsy paper known as tissue paper, is so called because it originally was placed between the folds of gold "tissue" to prevent the contiguous surfaces from fraying each other. At what time the drawing of gold wire for the preparation of these textiles was first practised is not accurately known. The art was probably introduced and applied in different localities at widely different dates, but down till mediaeval times the method graphically described in the Pentateuch continued to be practised with both gold and silver. Fabrics woven with gold and silver continue to be used on the largest scale to this day in India; and there the preparation of the varieties of wire, and the working of the various forms of lace, brocade, and embroidery, is at once an important and peculiar art. The basis of all modern fabrics of this kind is wire, the "gold wire" of the manufacturer being in all cases silver gilt wire, and silver wire being, of course, composed of pure silver. In India the wire is drawn by means of simple draw-plates, with rude and simple appliances, from rounded bars of silver, or gold-plated silver, as the case may be. The wire is flattened into the strip or ribbon-like form it generally assumes by passing it, fourteen or fifteen strands simultaneously, over a fine, smooth, round-topped anvil, and beating it as it passes with a heavy hammer having a slightly convex surface. From wire so flattened there is made in India soniri, a tissue or cloth of gold, the web or warp being composed entirely of golden strips, and ruperi, a similar tissue of silver. Gold lace is also made on a warp of thick yellow silk with a weft of flat wire, and in the case of ribbons the warp or web is composed of the metal. The flattened wires are twisted around orange (in the case of silver, white) coloured silk thread, so as completely to cover the thread and present the appearance of a continuous wire; and in this form it is chiefly employed for weaving into the rich brocades known as kincobs or kinkhábs. Wires flattened, or partially flattened, are also twisted into exceedingly fine spirals, and in this form they are the basis of numerous ornamental applications. Such spirals drawn out till they present a waved appearance, and in that state flattened, are much used for rich heavy embroideries termed karchobs. Spangles for embroideries, &c., are made from spirals of comparatively stout wire, by cutting them down ring by ring, laying each C-like ring on an anvil, and by a smart blow with a hammer flattening it out into a thin round disk with a slit extending from the centre to one edge. Fine spirals are also used for general embroidery purposes. The demand for various kinds of loom-woven and embroidered gold and silver work in India is immense; and the variety of textiles so ornamented is also very great. "Gold and silver," says Dr Birdwood in his ''Handbook to the British-Indian Section, Paris Exhibition'', 1878, "are worked into the decoration of all the more costly loom-made garments and Indian piece goods, either on the borders only, or in stripes throughout, or in diapered figures. The gold-bordered loom embroideries are made chiefly at Sattara, and the gold or silver striped at Tanjore; the gold figured ''mashrus'' at Tanjore, Trichinopoly, and Hyderabad in the Deccau; and the highly ornamented gold-figured silks and gold and silver tissues principally at Ahmedabad, Benares, Murshedabad, and Trichinopoly." Among the Western communities the demand for gold and silver lace and embroideries arises chiefly in connexion with naval and military uniforms, court costumes, public and private liveries, ecclesiastical robes and draperies, theatrical dresses, and the badges and insignia of various orders. To a limited extent there is a trade in gold wire and lace to India and China. The metallic basis of the various fabrics is wire round and flattened, the wire being of three kinds — 1st, gold wire, which is invariably silver gilt wire; 2d, copper gilt wire, used for common liveries and theatrical purposes; and 3d, silver wire. These wires are drawn by the ordinary processes, and the flattening, when done, is accomplished by passing the wire between a pair of revolving rollers of fine polished steel. The various qualities of wire are prepared and used in precisely the same way as in India, — round wire, flat wire, thread made of flat gold wire twisted round orange-coloured silk or cotton, known in the trade as "orris," fine spirals and spangles, all being in use in the West as in the East. The lace is woven in the same manner as ribbons, and there are very numerous varieties in richness, pattern, and quality. Cloth of gold, and brocades rich in gold and silver, are woven for ecclesiastical vestments and draperies. The proportions of gold and silver in the gold thread for the lace trade varies, but in all cases the proportion of gold is exceedingly small. An ordinary gold lace wire is drawn from a bar containing 90 parts of silver and 7 of copper, coated with 3 parts of gold. On an average each ounce troy of a bar so plated is drawn into 1500 yards of wire; and therefore about 16 grains of gold cover a mile of wire. It is estimated that about 250,000 ounces of gold wire are made annually in Great Britain, of which about 20 per cent, is used for the headings of calico, muslin, &c., and the remainder is worked up in the gold lace trade.<ref>William Chandler Roberts-Austen and H. Bauerman [W.C.R. — H.B.]. "Gold and Silver Lace." In "Gold." ''Encyclopaedia Britannica'', 9th Edition (1875–1889). Vol. 10 (X). Adam and Charles Black (Publisher). https://archive.org/details/encyclopaedia-britannica-9ed-1875/Vol%2010%20%28G-GOT%29%20193592738.23/page/753/mode/1up (accessed January 2023): 753, Col. 2c – 754, Cols. 1a–b – 2a–b.</ref></blockquote> ==== Honiton Lace ==== Kate Stradsin says,<blockquote>Honiton lace was the finest English equivalent of Brussels bobbin lace and was constructed in small ‘sprigs, in the cottages of lacemakers[.'] These sprigs were then joined together and bleached to form the large white flounces that were so sought after in the mid-nineteenth century.<ref>Strasdin, Kate. "Rediscovering Queen Alexandra’s Wardrobe: The Challenges and Rewards of Object-Based Research." ''The Court Historian'' 24.2 (2019): 181-196. Rpt http://repository.falmouth.ac.uk/3762/15/Rediscovering%20Queen%20Alexandra%27s%20Wardrobe.pdf: 13, and (for the little quotation) n. 37, which reads "Margaret Tomlinson, ''Three Generations in the Honiton Lace Trade: A Family History'', self-published, 1983."</ref></blockquote> [[File:Strook in Alençon naaldkant, 1750-1775.jpg|thumb|alt=A long piece of complex white lace with garlands, flowers and bows|Point d'Alençon lace, 1750-1775]] ==== Passementerie ==== ''Passementerie'' is the French term for trim on clothing or furniture. The 19th century (especially during the First and Second Empire) was a time of great "''exubérance''" in passementerie in French design, including the development and widespread use of the Jacquard loom.<ref>{{Cite journal|date=2023-06-10|title=Passementerie|url=https://fr.wikipedia.org/w/index.php?title=Passementerie&oldid=205068926|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Passementerie.</ref> ==== Point d'Alençon Lace ==== A lace made by hand using a number of complex steps and layers. The lacemakers build the point d'Alençon design on some kind of mesh and sometimes leave some of the mesh in as part of the lace and perhaps to provide structure. Elizabeth Lewandowski defines point d'Alençon lace and Alençon lace separately. Point lace is needlepoint lace,<ref name=":7" />{{rp|233}} so Alençon point is "a two thread [needlepoint] lace."<ref name=":7" />{{rp|7}} Alençon lace has a "floral design on [a] fine net ground [and is] referred to as [the] queen of French handmade needlepoint laces. The original handmade Alençon was a fine needlepoint lace made of linen thread."<ref name=":7" />{{rp|7}} The sample of point d'Alençon lace (right), from 1750–1775, shows the linen mesh that the lace was constructed on.<ref>{{Cite web|url=http://openfashion.momu.be/#9ce5f00e-8a06-4dab-a833-05c3371f3689|title=MoMu - Open Fashion|website=openfashion.momu.be|access-date=2024-02-26}} ModeMuseum Antwerpen. http://openfashion.momu.be/#9ce5f00e-8a06-4dab-a833-05c3371f3689.</ref> The consistency in this sample suggests it may have been made by machine. == Elastic == Elastic had been invented and was in use by the end of the 19th century. For the sense of "Elastic cord or string, usually woven with india-rubber,"<ref name=":6">“elastic, adj. & n.”.  ''Oxford English Dictionary'', Oxford University Press,  September 2023, <https://doi.org/10.1093/OED/1199670313>.</ref> the ''Oxford English Dictionary'' has usage examples beginning in 1847. The example for 1886 is vivid: "The thorough-going prim man will always place a circle of elastic round his hair previous to putting on his college cap."<ref name=":6" /> == Fabric == === Brocatelle === Brocatelle is a kind of brocade, more simple than most brocades because it uses fewer warp and weft threads and fewer colors to form the design. The article in the French ''Wikipédia'' defines it like this:<blockquote>La '''brocatelle''' est un type de tissu datant du <abbr>xvi^e</abbr> siècle qui comporte deux chaînes et deux trames, au minimum. Il est composé pour que le dessin ressorte avec un relief prononcé, grâce à la chaîne sur un fond en sergé. Les brocatelles les plus anciennes sont toujours fabriquées avec une des trames en lin.<ref>{{Cite journal|date=2023-06-01|title=Brocatelle|url=https://fr.wikipedia.org/w/index.php?title=Brocatelle&oldid=204796410|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Brocatelle.</ref></blockquote>Which translates to this:<blockquote>Brocatelle is a type of fabric dating from the 16th century that has two warps and two wefts, at a minimum. It is composed so that the design stands out with a pronounced relief, thanks to the weft threads on a twill background. The oldest brocades were always made with one of the wefts being linen.</blockquote>The ''Oxford English Dictionary'' says, brocatelle is an "imitation of brocade, usually made of silk or wool, used for tapestry, upholstery, etc., now also for dresses. Both the nature and the use of the stuff have changed" between the late 17th century and 1888, the last time this definition was revised.<ref>"brocatelle, n." ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/23550. Accessed 4 July 2023.</ref> === Broché === === Ciselé === === Crépe de Chine === The ''Oxford English Dictionary'' distinguishes the use of ''crêpe'' (using a circumflex rather than an acute accent over the first ''e'') from ''crape'' in textiles, saying ''crêpe'' is "often borrowed [from the French] as a term for all crapy fabrics other than ordinary black mourning crape,"<ref>"crêpe, n." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/44242. Accessed 10 February 2023.</ref> with usage examples ranging from 1797 to the mid 20th century. Crêpe de chine, it says is "a white or other coloured crape made of raw silk." === Crinoline === Technically, crinoline was a fabric made mostly of horsehair and sometimes linen, stiffened with starch or glue, similar to buckram today, used in men's military collars and [[Social Victorians/Terminology#Crinolines|women's foundation garments]]. Lewandowski defines crinoline as <blockquote>(1840–1865 C.E.). France. Originally horsehair cloth used for officers' collars. Later used for women's underskirts to support skirts. Around 1850, replaced by many petticoats, starched and boned. Around 1856, [[Social Victorians/Terminology#Crinoline Hoops|light metal cage]] was developed.<ref name=":7" />{{rp|78}}</blockquote> === Épinglé Velvet === Often spelled ''épingle'' rather than ''épinglé'', this term appears to have been used for a fabric made of wool, or at least wool along with linen or cotton, that was heavier and stiffer than silk velvet. It was associated with outer garments and men's clothing. Nowadays, épinglé velvet is an upholstery fabric in which the pile is cut into designs and patterns, and the portrait of [[Social Victorians/People/Douglas-Hamilton Duke of Hamilton|Mary, Duchess of Hamilton]] shows a mantle described as épinglé velvet that does seem to be a velvet with a woven pattern perhaps cut into the pile. === Lace === While lace also functioned sometimes as fabric — at the décolletage, for example, on the stomacher or as a veil — here we organize it as a [[Social Victorians/Terminology#Trim and Lace|part of the elaboration of clothing]]. === Liberty Fabrics === === Lisse === According to the ''Oxford English Dictionary'', the term ''lisse'' as a "kind of silk gauze" was used in the 19th-century UK and US.<ref>"lisse, n.1." ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/108978. Accessed 4 July 2023.</ref> === Satin === The pre-1927 ''History of Feminine Fashion'', probably commissioned by Charles Frederick Worth's sons, describes Worth's "insistence on new fabrics, new trimmings, new materials of every description" at the beginning of his career in the mid 19th century:<blockquote>When Worth first entered the business of dressmaking, the only materials of the richer sort used for woman's dress were velvet, faille, and watered silk. Satin, for example, was never used. M. Worth desired to use satin very extensively in the gowns he designed, but he was not satisfied with what could be had at the time; he wanted something very much richer than was produced by the mills at Lyons. That his requirements entailed the reconstruction of mills mattered little — the mills were reconstructed under his directions, and the Lyons looms turned out a richer satin than ever, and the manufacturers prospered accordingly.<ref name=":9" />{{rp|6 in printed, 26 in digital book}}</blockquote> === Selesia === According to the ''Oxford English Dictionary'', ''silesia'' is "A fine linen or cotton fabric originally manufactured in Silesia in what is now Germany (''Schlesien'').<ref>"Silesia, n." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/179664. Accessed 9 February 2023.</ref> It may have been used as a lining — for pockets, for example — in garments made of more luxurious or more expensive cloth. The word ''sleazy'' — "Of textile fabrics or materials: Thin or flimsy in texture; having little substance or body."<ref>"sleazy, adj." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/181563. Accessed 9 February 2023.</ref> — may be related. === Shot Fabric === According to the ''Oxford English Dictionary'', "Of a textile fabric: Woven with warp-threads of one colour and weft-threads of another, so that the fabric (usually silk) changes in tint when viewed from different points."<ref>“Shot, ''Adj.''”  ''Oxford English Dictionary'', Oxford UP,  July 2023, https://doi.org/10.1093/OED/2977164390.</ref> A shot fabric might also be made of silk and cotton fibers. === Tissue === A lightly woven fabric like gauze or chiffon. The light weave can make the fabric translucent and make pleating and gathering flatter and less bulky. Tissue can be woven to be shot, sheer, stiff or soft. Historically, the term in English was used for a "rich kind of cloth, often interwoven with gold or silver" or "various rich or fine fabrics of delicate or gauzy texture."<ref>“Tissue, N.” ''Oxford English Dictionary'', Oxford UP, March 2024, https://doi.org/10.1093/OED/5896731814.</ref> == Fan == The ''Encyclopaedia Britannica'' (9th edition) has an article on the fan. (This article is based on knowledge that would have been available toward the end of the 19th century and does not, obviously, reflect current knowledge or ways of talking.)<blockquote>FAN (Latin, ''vannus''; French, ''éventail''), a light implement used for giving motion to the air. ''Ventilabrum'' and ''flabellum'' are names under which ecclesiastical fans are mentioned in old inventories. Fans for cooling the face have been in use in hot climates from remote ages. A bas-relief in the British Museum represents Sennacherib with female figures carrying feather fans. They were attributes of royalty along with horse-hair fly-flappers and umbrellas. Examples may be seen in plates of the Egyptian sculptures at Thebes and other places, and also in the ruins of Persepolis. In the museum of Boulak, near Cairo, a wooden fan handle showing holes for feathers is still preserved. It is from the tomb of Amen-hotep, of the 18th dynasty, 17th century <small>B</small>.<small>C</small>. In India fans were also attributes of men in authority, and sometimes sacred emblems. A heartshaped fan, with an ivory handle, of unknown age, and held in great veneration by the Hindus, was given to the prince of Wales. Large punkahs or screens, moved by a servant who does nothing else, are in common use by Europeans in India at this day. Fans were used in the early Middle Ages to keep flies from the sacred elements during the celebrations of the Christian mysteries. Sometimes they were round, with bells attached — of silver, or silver gilt. Notices of such fans in the ancient records of St Paul’s, London, Salisbury cathedral, and many other churches, exist still. For these purposes they are no longer used in the Western church, though they are retained in some Oriental rites. The large feather fans, however, are still carried in the state processions of the supreme pontiff in Rome, though not used during the celebration of the mass. The fan of Queen Theodolinda (7th century) is still preserved in the treasury of the cathedral of Monza. Fans made part of the bridal outfit, or ''mundus muliebris'', of ancient Roman ladies. Folding fans had their origin in Japan, and were imported thence to China. They were in the shape still used—a segment of a circle of paper pasted on a light radiating frame-work of bamboo, and variously decorated, some in colours, others of white paper on which verses or sentences are written. It is a compliment in China to invite a friend or distinguished guest to write some sentiment on your fan as a memento of any special occasion, and this practice has continued. A fan that has some celebrity in France was presented by the Chinese ambassador to the Comtesse de Clauzel at the coronation of Napoleon I. in 1804. When a site was given in 1635, on an artificial island, for the settlement of Portuguese merchants in Nippo in Japan, the space was laid out in the form of a fan as emblematic of an object agreeable for general use. Men and women of every rank both in China and Japan carry fans, even artisans using them with one hand while working with the other. In China they are often made of carved ivory, the sticks being plates very thin and sometimes carved on both sides, the intervals between the carved parts pierced with astonishing delicacy, and the plates held together by a ribbon. The Japanese make the two outer guards of the stick, which cover the others, occasionally of beaten iron, extremely thin and light, damascened with gold and other metals. Fans were used by Portuguese ladies in the 14th century, and were well known in England before the close of the reign of Richard II. In France the inventory of Charles V. at the end of the 14th century mentions a folding ivory fan. They were brought into general use in that country by Catherine de’ Medici, probably from Italy, then in advance of other countries in all matters of personal luxury. The court ladies of Henry VIII.’s reign in England were used to handling fans, A lady in the Dance of Death by Holbein holds a fan. Queen Elizabeth is painted with a round leather fan in her portrait at Gorhambury; and as many as twenty-seven are enumerated in her inventory (1606). Coryat, an English traveller, in 1608 describes them as common in Italy. They also became of general use from that time in Spain. In Italy, France, and Spain fans had special conventional uses, and various actions in handling them grew into a code of signals, by which ladies were supposed to convey hints or signals to admirers or to rivals in society. A paper in the ''Spectator'' humorously proposes to establish a regular drill for these purposes. The chief seat of the European manufacture of fans during the 17th century was Paris, where the sticks or frames, whether of wood or ivory, were made, and the decorations painted on mounts of very carefully prepared vellum (called latterly ''chicken skin'', but not correctly), — a material stronger and tougher than paper, which breaks at the folds. Paris makers exported fans unpainted to Madrid and other Spanish cities, where they were decorated by native artists. Many were exported complete; of old fans called Spanish a great number were in fact made in France. Louis XIV. issued edicts at various times to regulate the manufacture. Besides fans mounted with parchment, Dutch fans of ivory were imported into Paris, and decorated by the heraldic painters in the process called “Vernis Martin,” after a famous carriage painter and inventor of colourless lac varnish. Fans of this kind belonging to the Queen and to the late baroness de Rothschild were exhibited in 1870 at Kensington. A fan of the date of 1660, representing sacred subjects, is attributed to Philippe de Champagne, another to Peter Oliver in England in the / 17th century. Cano de Arevalo, a Spanish painter of the 17th century devoted himself to fan painting. Some harsh expressions of Queen Christina to the young ladies of the French court are said to have caused an increased ostentation in the splendour of their fans, which were set with jewels and mounted in gold. Rosalba Carriera was the name of a fan painter of celebrity in the 17th century. Lebrun and Romanelli were much employed during the same period. Klingstet, a Dutch artist, enjoyed a considerable reputation for his fans from the latter part of the 17th and the first thirty years of the 18th century. The revocation of the edict of Nantes drove many fan-makers out of France to Holland and England. The trade in England was well established under the Stuart sovereigns. Petitions were addressed by the fan-makers to Charles II. against the importation of fans from India, and a duty was levied upon such fans in consequence. This importation of Indian fans, according to Savary, extended also to France. During the reign of Louis XV. carved Indian and China fans displaced to some extent those formerly imported from Italy, which had been painted on swanskin parchment prepared with various perfumes. During the 18th century all the luxurious ornamentation of the day was bestowed on fans as far as they could display it. The sticks were made of mother-of-pearl or ivory, carved with extraordinary skill in France, Italy, England, and other countries. They were painted from designs of Boucher, Watteau, Lancret, and other "genre" painters, Hébert, Rau, Chevalier, Jean Boquet, Mad. Verité, are known as fan painters. These fashions were followed in most countries of Europe, with certain national differences. Taffeta and silk, as well as fine parchment, were used for the mounts. Little circles of glass were let into the stick to be looked through, and small telescopic glasses were sometimes contrived at the pivot of the stick. They were occasionally mounted with the finest point lace. An interesting fan (belonging to Madame de Thiac in France), the work of Le Flamand, was presented by the municipality of Dieppe to Marie Antoinette on the birth of her son the dauphin. From the time of the Revolution the old luxury expended on fans died out. Fine examples ceased to be exported to England and other countries. The painting on them represented scenes or personages connected with political events. At a later period fan mounts were often prints coloured by hand. The events of the day mark the date of many examples found in modern collections. Amongst the fanmakers of the present time the names of Alexandre, Duvelleroy, Fayet, Vanier, may be mentioned as well known in Paris. The sticks are chiefly made in the department of Oise, at Le Déluge, Crèvecœur, Méry, Ste Geneviève, and other villages, where whole families are engaged in preparing them; ivory sticks are carved at Dieppe. Water-colour painters of distinction often design and paint the mounts, the best designs being figure subjects. A great impulse has been given to the manufacture and painting of fans in England since the exhibition which took place at South Kensington in 1870. Other exhibitions have since been held, and competitive prizes offered, one of which was gained by the Princess Louise. Modern collections of fans take their date from the emigration of many noble families from France at the time of the Revolution. Such objects were given as souvenirs and occasionally sold by families in straitened circumstances. A large number of fans of all sorts, principally those of the 18th century, French, English, German, Italian Spanish, &c., have been lately bequeathed to the South Kensington Museum. Regarding the different parts of folding fans it may be well to state that the sticks are called in French ''brins'', the two outer guards ''panaches'', and the mount ''feuille''.<ref>J. H. Pollen [J.H.P.]. "Fan." ''Encyclopaedia Britannica'', 9th Edition (1875–1889). Vol. '''10''' ('''X'''). Adam and Charles Black (Publisher). https://archive.org/details/encyclopaedia-britannica-9ed-1875/Vol%209%20%28FAL-FYZ%29%20193323016.23/page/26/mode/2up (accessed January 2023): 27, Col. 1b – 28, Col. 1c.</ref></blockquote>Folding fans were available and popular early and are common accessories in portraits of fashionable women through the centuries. == Costumes for Theatre and Fancy Dress == Fancy-dress (or costume) balls were popular and frequent in the U.K. and France as well as the rest of Europe and North America during the 19th century. The themes and styles of the fancy-dress balls influenced those that followed. At the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]], the guests came dressed in costume from times before 1820, as instructed on '''the invitation''', but their clothing was much more about late-Victorian standards of beauty and fashion than the standards of whatever time period the portraits they were copying or basing their costumes on. === Fancy Dress === In her ''Magnificent Entertainments: Fancy Dress Balls of Canada's Governors General, 1876-1898'', Cynthia Cooper describes the resources available to those needing help making a costume for a fancy-dress ball:<blockquote>There were a number of places eager ballgoers could turn for assistance and inspiration. Those with a scholarly bent might pore over history books or study pictures of paintings or other works of art. For more direct advice, one could turn to the barrage of published information specifically on fancy dress. Women’s magazines such as ''Godey’s Lady’s Book'' and ''The Englishwoman’s Domestic Magazine'' sometimes featured fancy dress designs and articles, and enticing specialized books were available with extensive recommendations for choosing fancy dress. By far the most complete sources were the books by [[Social Victorians/People/Ardern Holt|Ardern Holt]], a prolific British authority on the subject. Holt’s book for women, ''Fancy Dresses Described, or What to Wear at Fancy Balls'' (published in six editions between 1879 and 1896), began with the query, ‘‘But what are we to wear?” Holt’s companion book, ''Gentlemen’s Fancy Dress:'' ''How to Choose It'', was also published in six editions from 1882 to 1905. Other prominent authorities included Mrs. Aria’s ''Costume: Fanciful, Historical, and Theatrical'' and, in the US, the Butterick Company’s ''Masquerade and Carnival: Their Customs and Costumes''. The Butterick publication relied heavily on Holt, copying large sections of the introduction outright and paraphrasing other sections.<ref name=":16">Cooper, Cynthia. ''Magnificent entertainments: fancy dress balls of Canada's Governors General, 1876-1898''.Fredericton, N.B.; Hull, Quebec: Goose Lane Editions and Canadian Museum of Civilization, 1997. Internet Archive https://archive.org/details/magnificententer0000coop/.</ref> (28–29)</blockquote>Cynthia Cooper discusses how "historical accuracy" works in historical fiction and historical dress: <blockquote>A seemingly accurate costume and coiffure bespoke a cultured individual whose most gratifying compliment would be “historically correct.” Those who were fortunate enough to own actual clothing from an earlier period might wear it with pride as a historical relic, though they would generally adapt or remake it in keeping with the aesthetics of their own period. Historical accuracy was always in the eye of beholders inclined to overlook elements of current fashion in a historical costume. Theatre had long taught the public that if a costume appeared tasteful and attractive, it could be assumed to be accurate. Even at Queen Victoria’s fancy dress balls, costume silhouette was always far more like the fashionable dress of the period than of the time portrayed. For this reason, many extant eighteenth-century dresses show evidence of extensive alterations done in the nineteenth century, no doubt for fancy dress purposes.<ref name=":16" /> (25) </blockquote>The newspaper ''The Queen'' published dress and fashion information and advice under the byline of [[Social Victorians/People/Ardern Holt|Ardern Holt]], who regularly answered questions from readers about fashion as well as about fancy dress. Holt also wrote entire articles with suggestions for what might make an appealing fancy-dress costume as well as pointing readers away from costumes that had been worn too frequently. The suggestions for costumes are based on familiar types or portraits available to readers, similar to Holt's books on fancy dress, which ran through a number of editions in the 1880s and 1890s. Fancy-dress questions sometimes asked for details about costumes worn in theatrical or operatic productions, which Holt provides. In November 1897, Holt refers to the Duchess of Devonshire's 2 July ball: "Since the famous fancy ball, given at Devonshire House during this year, historical fancy dresses have assumed a prominence that they had not hitherto known."<ref>Holt, Ardern. "Fancy Dress a la Mode." The ''Queen'' 27 November 1897, Saturday: 94 [of 145 in BNA; print p. 1026], Col. 1a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18971127/459/0094.</ref> Holt goes on to provide a number of ideas for costumes for historical fancy dress, as always with a strong leaning toward Victorian standards of beauty and style and away from any concern for historical accuracy. As Leonore Davidoff says, "Every cap, bow, streamer, ruffle, fringe, bustle, glove and other elaboration symbolised some status category for the female wearer."<ref name=":1" />{{rp|93}} [handled under Elaborations] === Historical Accuracy === Many of the costumes at the ball were based on portraits, especially when the guest was dressed as a historical figure. If possible, we have found the portraits likely to have been the originals, or we have found, if possible, portraits that show the subjects from the two time periods at similar ages. The way clothing was cut changed quite a bit between the 18th and 19th centuries. We think of Victorian clothing — particularly women's clothing, and particularly at the end of the century — as inflexible and restrictive, especially compared to 20th- and 21st-century customs permitting freedom of movement. The difference is generally evolutionary rather than absolute — that is, as time has passed since the 18th century, clothing has allowed an increasingly greater range of movement, especially for people who did not do manual labor. By the end of the 19th century, garments like women's bodices and men's coats were made fitted and smooth by attention to the grain of the fabric and by the use of darts (rather than techniques that assembled many small, individual pieces of fabric). * clothing construction and flat-pattern techniques * Generally, the further back in time we go, the more 2-dimensional the clothing itself was. ==== Women's Versions of Historical Accuracy at the Ball ==== As always with this ball, whatever historical accuracy might be present in a woman's costume is altered so that the wearer is still a fashionable Victorian lady. What makes the costumes look "Victorian" to our eyes is the line of the silhouette caused by the foundation undergarments as well as the many "elaborations"<ref name=":1" />{{rp|93}}, mostly in the decorations, trim and accessories. Also, the clothing hangs and drapes differently because the fabric was cut on grain and the shoulders were freed by the way the sleeves were set in. ==== Men's Versions of Historical Accuracy at the Ball ==== Because men were not wearing a Victorian foundation garment at the end of the century, the men's costumes at the ball are more historically accurate in some ways. * Trim * Mixing neck treatments * Hair * Breeches * Shoes and boots * Military uniforms, arms, gloves, boots == Feathers and Plumes == === Aigrette === Elizabeth Lewandowski defines ''aigrette'' as "France. Feather or plume from an egret or heron."<ref name=":7" />(5) Sometimes the newspapers use the term to refer to an accessory (like a fan or ornament on a hat) that includes such a feather or plume. The straight and tapered feathers in an aigrette are in a bundle. === Prince of Wales's Feathers or White Plumes === The feathers in an aigrette came from egrets and herons; Prince of Wales's feathers came from ostriches. A fuller discussion of Prince of Wales's feathers and the white ostrich plumes worn at court appears on [[Social Victorians/Victorian Things#Ostrich Feathers and Prince of Wales's Feathers|Victorian Things]]. For much of the late 18th and 19th centuries, white ostrich plumes were central to fashion at court, and at a certain point in the late 18th century they became required for women being presented to the monarch and for their sponsors. Our purpose here is to understand why women were wearing plumes at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] as part of their costumes. First published in 1893, [[Social Victorians/People/Lady Colin Campbell|Lady Colin Campbell]]'s ''Manners and Rules of Good Society'' (1911 edition) says that<blockquote>It was compulsory for both Married and Unmarried Ladies to Wear Plumes. The married lady’s Court plume consisted of three white feathers. An unmarried lady’s of two white feathers. The three white feathers should be mounted as a Prince of Wales plume and worn towards the left hand side of the head. Colored feathers may not be worn. In deep mourning, white feathers must be worn, black feathers are inadmissible. White veils or lace lappets must be worn with the feathers. The veils should not be longer than 45 inches.<ref>{{Cite web|url=https://www.edwardianpromenade.com/etiquette/the-court-presentation/|title=The Court Presentation|last=Holl|first=Evangeline|date=2007-12-07|website=Edwardian Promenade|language=en-US|access-date=2022-12-18}} https://www.edwardianpromenade.com/etiquette/the-court-presentation/.</ref></blockquote>[[Social Victorians/Victorian Things#Ostrich Feathers and Prince of Wales's Feathers|This fashion was imported from France]] in the mid 1770s.<ref>"Abstract" for Blackwell, Caitlin. "'<nowiki/>''The Feather'd Fair in a Fright''': The Emblem of the Feather in Graphic Satire of 1776." ''Journal for Eighteenth-Century Studies'' 20 January 2013 (Vol. 36, Issue 3): 353-376. ''Wiley Online'' DOI: https://doi.org/10.1111/j.1754-0208.2012.00550.x (accessed November 2022).</ref> Separately, a secondary heraldic emblem of the Prince of Wales has been a specific arrangement of 3 ostrich feathers in a gold coronet<ref>{{Cite journal|date=2022-11-07|title=Prince of Wales's feathers|url=https://en.wikipedia.org/w/index.php?title=Prince_of_Wales%27s_feathers&oldid=1120556015|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Prince_of_Wales's_feathers.</ref> since King Edward III (1312–1377<ref>{{Cite journal|date=2022-12-14|title=Edward III of England|url=https://en.wikipedia.org/w/index.php?title=Edward_III_of_England&oldid=1127343221|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Edward_III_of_England.</ref>). Some women at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] wore white ostrich feathers in their hair, but most of them are not Prince of Wales's feathers. Most of the plumes in these portraits are arrangements of some kind of headdress to accompany the costume. A few, wearing what looks like the Princes of Wales's feathers, might be signaling that their character is royal or has royal ancestry. '''One of the women [which one?] was presented to the royals at this ball?''' Here is the list of women who are wearing white ostrich plumes in their portraits in the [[Social Victorians/1897 Fancy Dress Ball/Photographs|''Diamond Jubilee Fancy Dress Ball'' album of 286 photogravure portraits]]: # Kathleen Pelham-Clinton, the [[Social Victorians/People/Newcastle|Duchess of Newcastle]] # [[Social Victorians/People/Louisa Montagu Cavendish|Luise Cavendish]], the Duchess of Devonshire # Jesusa Murrieta del Campo Mello y Urritio (née Bellido), [[Social Victorians/People/Santurce|Marquisa de Santurce]] # Lady [[Social Victorians/People/Farquhar|Emilie Farquhar]] # Princess (Laura Williamina Seymour) Victor of  [[Social Victorians/People/Gleichen#Laura%20Williamina%20Seymour%20of%20Hohenlohe-Langenburg|Hohenlohe Langenburg]] # Louisa Acheson, [[Social Victorians/People/Gosford|Lady Gosford]] # Alice Emily White Coke, [[Social Victorians/People/Leicester|Viscountess Coke]] # Lady Mary Stewart, Helen Mary Theresa [[Social Victorians/People/Londonderry|Vane-Tempest-Stewart]] #[[Social Victorians/People/Consuelo Vanderbilt Spencer-Churchill|Consuelo Vanderbilt Spencer-Churchill]], Duchess of [[Social Victorians/People/Marlborough|Marlborough]], dressed as the wife of the French Ambassador at the Court of Catherine of Russia (not white, but some color that reads dark in the black-and-white photograph) #Mrs. Mary [[Social Victorians/People/Chamberlain|Chamberlain]] (at 491), wearing white plumes, as Madame d'Epinay #Lady Clementine [[Social Victorians/People/Tweeddale|Hay]] (at 629), wearing white plumes, as St. Bris (''Les Huguenots'') #[[Social Victorians/People/Meysey-Thompson|Lady Meysey-Thompson]] (at 391), wearing white plumes, as Elizabeth, Queen of Bohemia #Mrs. [[Social Victorians/People/Grosvenor|Algernon (Catherine) Grosvenor]] (at 510), wearing white plumes, as Marie Louise #Lady [[Social Victorians/People/Ancaster|Evelyn Ewart]], at 401), wearing white plumes, as the Duchess of Ancaster, Mistress of the Robes to Queen Charlotte, 1757, after a picture by Hudson #[[Social Victorians/People/Lyttelton|Edith Sophy Balfour Lyttelton]] (at 580), wearing what might be white plumes on a large-brimmed white hat, after a picture by Romney #[[Social Victorians/People/Yznaga|Emilia Yznaga]] (at 360), wearing what might be white plumes, as Cydalise of the Comedie Italienne from the time of Louis XV #Lady [[Social Victorians/People/Ilchester|Muriel Fox Strangways]] (at 403), wearing what might be two smallish white plumes, as Lady Sarah Lennox, one of the bridesmaids of Queen Charlotte A.D. 1761 #Lady [[Social Victorians/People/Lucan|Violet Bingham]] (at 586), wearing perhaps one white plume in a headdress not related to the Prince of Wales's feathers #Rosamond Fellowes, [[Social Victorians/People/de Ramsey|Lady de Ramsey]] (at 329), wearing a headdress that includes some white plumes, as Lady Burleigh #[[Social Victorians/People/Dupplin|Agnes Blanche Marie Hay-Drummond]] (at 682), in a big headdress topped with white plumes, as Mademoiselle Andrée de Taverney A.D. 1775 #Florence Canning, [[Social Victorians/People/Garvagh|Lady Garvagh]] (at 336), wearing what looks like Prince of Wales's plumes #[[Social Victorians/People/Suffolk|Marguerite Hyde "Daisy" Leiter]] (at 684), wearing what looks like Prince of Wales's plumes #Lady [[Social Victorians/People/Spicer|Margaret Spicer]] (at 281), wearing one smallish white and one black plume, as Countess Zinotriff, Lady-in-Waiting to the Empress Catherine of Russia #Mrs. [[Social Victorians/People/Cavendish Bentinck|Arthur James]] (at 318), wearing what looks like Prince of Wales's plumes, as Elizabeth Cavendish, daughter of Bess of Hardwick #Nellie, [[Social Victorians/People/Kilmorey|Countess of Kilmorey]] (at 207), wearing three tall plumes, 2 white and one dark, as Comtesse du Barri #Daisy, [[Social Victorians/People/Warwick|Countess of Warwick]] (at 53), wearing at least 1 white plume, as Marie Antoinette More men than women were wearing plumes reminiscent of the Prince of Wales's feathers: * ==== Bibliography for Plumes and Prince of Wales's Feathers ==== * Blackwell, Caitlin. "'''The Feather'd Fair in a Fright'<nowiki/>'': The Emblem of the Feather in Graphic Satire of 1776." Journal for ''Eighteenth-Century Studies'' 20 January 2013 (Vol. 36, Issue 3): 353-376. Wiley Online DOI: https://doi.org/10.1111/j.1754-0208.2012.00550.x. * "Prince of Wales's feathers." ''Wikipedia'' https://en.wikipedia.org/wiki/Prince_of_Wales%27s_feathers (accessed November 2022). ['''Add women to this page'''] * Simpson, William. "On the Origin of the Prince of Wales' Feathers." ''Fraser's magazine'' 617 (1881): 637-649. Hathi Trust https://babel.hathitrust.org/cgi/pt?id=chi.79253140&view=1up&seq=643&q1=feathers (accessed December 2022). Deals mostly with use of feathers in other cultures and in antiquity; makes brief mention of feathers and plumes in signs and pub names that may not be associated with the Prince of Wales. No mention of the use of plumes in women's headdresses or court dress. == Honors == === The Bath === The Most Honourable Order of the Bath (GCB, Knight or Dame Grand Cross; KCB or DCB, Knight or Dame Commander; CB, Companion) === The Garter === The Most Noble Order of the Knights of the Garter (KG, Knight Companion; LG, Lady Companion) [[File:The Golden Fleece - collar exhibited at MET, NYC.jpg|thumb|The Golden Fleece collar and pendant for the 2019 "Last Knight" exhibition at the MET, NYC.|alt=Recent photograph of a gold necklace on a wide band, with a gold skin of a sheep hanging from it as a pendant]] === The Golden Fleece === To wear the golden fleece is to wear the insignia of the Order of the Golden Fleece, said to be "the most prestigious and historic order of chivalry in the world" because of its long history and strict limitations on membership.<ref name=":10">{{Cite journal|date=2020-09-25|title=Order of the Golden Fleece|url=https://en.wikipedia.org/w/index.php?title=Order_of_the_Golden_Fleece&oldid=980340875|journal=Wikipedia|language=en}}</ref> The monarchs of the U.K. were members of the originally Spanish order, as were others who could afford it, like the Duke of Wellington,<ref name=":12">Thompson, R[obert]. H[ugh]. "The Golden Fleece in Britain." Publication of the ''British Numismatic Society''. 2009 https://www.britnumsoc.org/publications/Digital%20BNJ/pdfs/2009_BNJ_79_8.pdf (accessed January 2023).</ref> the first Protestant to be admitted to the order.<ref name=":10" /> Founded in 1429/30 by Philip the Good, Duke of Burgundy, the order separated into two branches in 1714, one Spanish and the other Austrian, still led by the House of Habsburg.<ref name=":10" /> [[File:Prince Albert - Franz Xaver Winterhalter 1842.jpg|thumb|1842 Winterhalter portrait of Prince Albert wearing the insignia of the Order of the Golden Fleece, 1842|left|alt=1842 Portrait of Prince Albert by Winterhalter, wearing the insignia of the Golden Fleece]] The photograph (upper right) is of a Polish badge dating from the "turn of the XV and XVI centuries."<ref>{{Citation|title=Polski: Kolana orderowa orderu Złotego Runa, przełom XV i XVI wieku.|url=https://commons.wikimedia.org/wiki/File:The_Golden_Fleece_-_collar_exhibited_at_MET,_NYC.jpg|date=2019-11-10|accessdate=2023-01-10|last=Wulfstan}}. https://commons.wikimedia.org/wiki/File:The_Golden_Fleece_-_collar_exhibited_at_MET,_NYC.jpg.</ref> The collar to this Golden Fleece might be similar to the one the [[Social Victorians/People/Spencer Compton Cavendish#The Insignia of the Order of the Golden Fleece|Duke of Devonshire is wearing in the 1897 Lafayette portrait]]. The badges and collars that Knights of the Order actually wore vary quite a bit. The 1842 Franz Xaver Winterhalter portrait (left) of Prince Consort Albert, Victoria's husband and father of the Prince of Wales, shows him wearing the Golden Fleece on a red ribbon around his neck and the star of the Garter on the front of his coat.<ref>Winterhalter, Franz Xaver. ''Prince Albert''. {{Cite web|url=https://www.rct.uk/collection/search#/16/collection/401412/prince-albert-1819-61|title=Explore the Royal Collection Online|website=www.rct.uk|access-date=2023-01-16}} https://www.rct.uk/collection/search#/16/collection/401412/prince-albert-1819-61.</ref> === Royal Victorian Order === (GCVO, Knight or Dame Grand Cross; KCVO or DCVO, Knight or Dame Commander; CVO, Commander; LVO, Lieutenant; MVO, Member) === St. John === The Order of the Knights of St. John === Star of India === Most Exalted Order of the Star of India (GCSI, Knight Grand Commander; KCSI, Knight Commander; CSI, Companion) === Thistle === The Most Ancient and Most Noble Order of the Thistle == Hoops == '''This section is under construction right now'''. Terms: farthingale, panniers, hoops, crinoline, cage, bustle Between 1450 and 1550 a loosely woven, very stiff fabric made from linen and horsehair was used in "horsehair petticoats."<ref name=":7" />{{rp|137}} Heavy and scratchy, these petticoats made the fabric of the skirt lie smooth, without wrinkles or folds. Over time, this horsehair fabric was used in several kinds of objects made from fabric, like hats and padding for poufs, but it is best known for its use in the structure of hoops, or cages. Horsehair fabric was used until the mid-19th century, when it was called ''crinoline'' and used for petticoats again (1840–1865).<ref name=":7" />{{rp|78}} We still call this fabric ''crinoline''. ''Hoops'' is a mid-19th-century term for a cage-like structure worn by a woman to hold her skirts away from her body. The term ''cage'' is also 19th century, and ''crinoline'' is sometimes used in a non-technical way for 19th-century cages as well. Both these terms are commonly used now for the general understructure of a woman's skirts, but they are not technically accurate for time periods before the 19th century. As fashion, that cage-like structure was the foundation undergarment for the bottom half of a woman's body, for a skirt and petticoat, and created the fashionable silhouette from the 15th through the late 19th century. The 16th-century Katherine of Aragon is credited with making hoops popular outside Spain for women of the elite classes. By the end of the 16th century France had become the arbiter of fashion for the western world, and it still is. The cage is notable for how long it lasted in fashion and for its complex evolution. Together with the [[Social Victorians/Terminology#Corsets|corset]], the cage enabled all the changes in fashionable shapes, from the extreme distortions of 17th-and-18th-century panniers to the late 19th-century bustle. Early hoops circled the body in a bell, cone or drum shape, then were moved to the sides with panniers, then ballooned around the body like the top half of a sphere, and finally were pulled to the rear as a bustle. That is, the distorted shapes of high fashion were made possible by hoops. High fashion demanded these shapes, which disguised women's bodies, especially below the waist, while corsets did their work above it. When hoops were first introduced in the 15th century, women's shoes for the first time differentiated from men's and became part of the fashionable look. In the periods when the skirts were flat in front (with the farthingale and in the transitional 17th century), they did not touch the floor, making shoes visible — and important fashion accessories. Portraits of high-status, high-fashion women consistently show their pointy-toed shoes, which would have been more likely to show when they were moving than when they were standing still. The shoes seem to draw attention to themselves in these portraits, suggesting that they were important to the painters and, perhaps, the women as well. In addition to the shape, the materials used to make hoops evolved — from cane and wood to whalebone, then steel bands and wire. Initially fabric strips, tabs or ribbons were the vertical elements in the cages and evolved into channels in a linen, muslin or, later, crinoline underskirt encasing wires or bands. Fabrics besides crinoline — like cotton, silk and linen — were used to connect the hoops and bands in cages. All of these materials used in cages had disadvantages and advantages. === Disadvantages and Advantages === Hoops affected the way women were able to move. ['''something about riding'''?] ==== Disadvantages ==== the weight, getting through doorways, sitting, the wind, getting into carriages, what the dances involved. Raising '''one's''' skirts to climb stairs or walk was more difficult with hoop. ['''Contextualize with dates?'''] "The combination of corset, bustle, and crinolette limited a woman's ability to bend except at the hip joint, resulting in a decorous, if rigid, sense of bearing."<ref>Koda, Harold. ''Extreme Beauty: The Body Transformed.'' The Metropolitan Museum of Art, 2001.</ref> (130) As caricatures through the centuries makes clear, one disadvantage hoops had is that they could be caught by the wind, no matter what the structure was made of or how heavy it was. In her 1941 ''Little Town on the Prairie'', Laura Ingalls Wilder writes a scene in which Laura's hoops have crept up under skirts because of the wind. Set in 1883,<ref>Hill, Pamela Smith, ed. ''Pioneer Girl: The Annotated Autobiography''.</ref> this very unusual scene shows a young woman highly skilled at getting her hoops back down without letting her undergarments show. The majority of European and North American women wore hoops in 1883, but to our knowledge no other writer from this time describes any solution to the problem of the wind under hoops or, indeed, a skill like Laura's. <blockquote>“Well,” Laura began; then she stopped and spun round and round, for the strong wind blowing against her always made the wires of her hoop skirt creep slowly upward under her skirts until they bunched around her knees. Then she must whirl around and around until the wires shook loose and spiraled down to the bottom of her skirts where they should be. “As she and Carrie hurried on she began again. “I think it was silly, the way they dressed when Ma was a girl, don’t you? Drat this wind!” she exclaimed as the hoops began creeping upward again. “Quietly Carrie stood by while Laura whirled. “I’m glad I’m not old enough to have to wear hoops,” she said. “They’d make me dizzy.” “They are rather a nuisance,” Laura admitted. “But they are stylish, and when you’re my age you’ll want to be in style.”<ref>Wilder, Laura Ingalls. ''Little Town on the Prairie.'' Harper and Row, 1941. Pp. 272–273.</ref></blockquote>The 16-year-old Laura makes the comment that she wants to be in style, but she lives on the prairie in the U.S., far from a large city, and would not necessarily wear the latest Parisian style, although she reads the American women's domestic and fashion monthly ''[[Social Victorians/Newspapers#Godey's Lady's Book|Godey's Lady's Book]]'' and would know what was stylish. ==== '''Advantages''' ==== The '''weight''' of hoops was somewhat corrected over time with the use of steel bands and wires, as they were lighter than the wood, cane or whalebone hoops, which had to be thick enough to keep their shape and to keep from breaking or folding under the weight of the petticoats and skirts. Full skirts made women's waists look smaller, whether by petticoats or hoops. Being fashionable, being included among the smart set. The hoops moved the skirts away from the legs and feet, making moving easier. By moving the heavy petticoats and skirts away from their legs, hoops could actually give women's legs and feet more freedom to move. Because so few fully constructed hoop foundation garments still exist, we cannot be certain of a number of details about how exactly they were worn. For example, the few contemporary drawings of 19th-century hoops show bloomers beneath them but no petticoats. However, in the cold and wind (and we know from Laura Ingalls Wilder how the wind could get under hoops), women could have added layers of petticoats beneath their hoops for warmth.[[File:Chaise à crinolines.jpg|thumb|Chaise à Crinolines, 19th century]] === Accommodation === Hoops affected how women sat, and furniture was developed specifically to accommodate these foundation structures. The ''chaise à crinolines'' or chair for hoop skirts (right), dating from the 2nd half of the 19th century, has a gap between the seat and the back of the chair to keep a woman's undergarments from showing as she sat, or even seated herself, and to reduce wrinkling of the fabric by accommodating her hoops, petticoats and skirts.[[File:Vermeer Lady Seated at a Virginal.jpg|thumb|Vermeer, Lady Seated at a Virginal|left]]Vermeer's c. 1673 ''Lady Seated at a Virginal'' (left) looks like she is sitting on this same kind of chair, suggesting that furniture like this had existed long before the 19th century. Vermeer's painting shows how the chair could accommodate her hoops and the voluminous fabric of her skirts. The wide doorways between the large public rooms in the Palace of Versailles could accommodate wide panniers. '''Louis XV and XVI of France occupied an already-built Versailles, but they both renovated the inside over time'''. Some configurations of hoops permitted folding, and of course the width of the hoops themselves varied over time and with the evolving styles and materials. With hoops, skirts were lifted away from the legs and feet, and when skirts got shorter, to above the floor, women's feet had nearly unrestricted freedom to move. Evening gowns, with trains, were still restrictive. A modern accommodation are the leaning boards developed in Hollywood for women wearing period garments like corsets and long, full skirts. The leaning boards allow the actors to rest without sitting and wrinkling their clothes.[[File:Pedro García de Benabarre St John Retable Detail.jpg|thumb|alt=Old oil painting of a woman wearing a dress from the 1400s holding the decapitated head of a man with a halo before a table of people at a dinner party|Pedro García de Benabarre, Detail from St. John Altarpiece, Showing Visible Hoops]] === Early Hoops === Hoops first appeared in Spain in the 15th century and influenced European fashion for at least 3 centuries. A detail (right) from Pedro García de Benabarre's c. 1470 larger altarpiece painting shows women wearing a style of hoops that predates the farthingale but marks the beginning point of the development of that fashion. Salomé (holding John the Baptist's head) is wearing a dress with what looks like visible wooden hoops attached to the outside of the skirt, which also appears to have padding at the hips underneath it. The clothing and hairstyles of the people in this painting are sufficiently realistic to offer details for analysis. The foundation garments the women are wearing are corsets and bum rolls. Because none still exist, we do not know how these hoops attached to the skirts or how they related structurally to the corset. The bottom hoop on Salomé's skirt rests on the ground, and her feet are covered. The women near her are kneeling, so not all their hoops show. The painter De Benabarre was "active in Aragon and in Catalonia, between 1445–1496,"<ref>{{Cite web|url=https://www.mfab.hu/artworks/10528/|title=Saint Peter|website=Museum of Fine Arts, Budapest|language=en-US|access-date=2024-12-11}} https://www.mfab.hu/artworks/10528/.</ref> so perhaps he saw the styles worn by people like Katharine of Aragon, whose hoops are now called a farthingale. === Early Farthingale === In the 16th century, the foundation garment we call ''hoops'' was called a ''farthingale''. Elizabeth Lewandowski says that the metal supports (or structure) in the hoops were made of wire:<blockquote>''"FARTHINGALE: Renaissance (1450-1550 C.E. to Elizabethan (1550-1625 C.E.). Linen underskirt with wire supports which, when shaped, produced a variety of dome, bell, and oblong shapes."<ref name=":7" />''{{rp|105}}</blockquote>The French term for ''farthingale'' is ''vertugadin'' — "un élément essentiel de la mode Tudor en Angleterre [an essential element of Tudor fashion in England]."<ref name=":0">{{Cite journal|date=2022-03-12|title=Vertugadin|url=https://fr.wikipedia.org/w/index.php?title=Vertugadin&oldid=191825729|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Vertugadin.</ref> The French also called the farthingale a "''cachenfant'' for its perceived ability to hide pregnancy,"<ref>"Clothes on the Shakespearean Stage." Carleton Production. Amazon Web Services. https://carleton-wp-production.s3.amazonaws.com/uploads/sites/84/2023/05/Clothes-on-the-Shakespearean-Stage_-1.pdf (retrieved April 2025).</ref> not unreasonable given the number of portraits where the subject wearing a farthingale looks as if she might be pregnant. The term in Spanish is ''vertugado''. Nowadays clothing historians make clear distinctions among these terms, especially farthingale, bustle and hip roll, but the terminology then did not need to distinguish these garments from later ones.<p> The hoops on the outsides of the skirts in the Pedro García de Benabarre painting (above right) predate what would technically be considered a vertugado.[[File:Alonso Sánchez Coello 011.jpg|thumb|alt=Old painting of a princess wearing a richly jeweled outfit|Alonso Sánchez Coello, Infanta Isabel Clara Eugenia Wearing a Vertugado, c. 1584]] Blanche Payne says,<blockquote>Katherine of Aragon is reputed to have introduced the Spanish farthingale ... into England early in the [16th] century. The result was to convert the columnar skirt of the fifteenth century into the cone shape of the sixteenth.<ref name=":11" />{{rp|291}}</blockquote> In fact, "The Spanish princess Catherine of Aragon brought the fashion to England for her marriage to Prince Arthur, eldest son of Henry VII in 1501 [La princesse espagnole Catherine d'Aragon amena la mode en Angleterre pour son mariage avec le prince Arthur, fils aîné d'Henri VII en 1501]."<ref name=":0" /> Catherine of Aragon, of course, married Henry VIII after Arthur's death, then was divorced and replaced by Anne Boleyn. Of England, Lewandowski says that "Spanish influence had introduced the hoop-supported skirt, smooth in contour, which was quite generally worn."<ref name=":11" />{{rp|291}} That is, hoops were "quite generally worn" among the ruling and aristocratic classes in England, and may have been worn by some women among the wealthy bourgeoisie. Sumptuary laws addressed "certain features of garments that are decorative in function, intended to enhance the silhouette"<ref>{{Cite journal|date=2025-02-22|title=Sumptuary law|url=https://en.wikipedia.org/wiki/Sumptuary_law|journal=Wikipedia|language=en}}</ref> and signified wealth and status, but they were generally not very successful and not enforced well or consistently. (Sumptuary laws "attempted to regulate permitted consumption, especially of clothing, food and luxury expenditures"<ref>{{Cite journal|date=2024-09-27|title=sumptuary law|url=https://en.wiktionary.org/wiki/sumptuary_law|journal=Wiktionary, the free dictionary|language=en}}</ref> in order to mark class differences and, for our purposes, to use fashion to control women and the burgeoning middle class.) The Spanish vertugado shaped the skirt into an symmetrical A-line with a graduated series of hoops sewn to an undergarment. Alonso Sánchez Coello's c. 1584<ref name=":11" />{{rp|316}} portrait (right) shows infanta Isabel Clara Eugenia wearing a vertugado, with its "typically Spanish smooth cone-shaped contour."<ref name=":11" />{{rp|315–316}} The shoes do not show in the portraits of women wearing the Spanish cone-shaped vertugado. The round hoops stayed in place in front, even though the skirts might touch the floor, giving the women's feet enough room to take steps. By the end of the 16th century the French and Spanish farthingales had evolved separately and were no longer the same garment.[[File:Queen Elizabeth I ('The Ditchley portrait') by Marcus Gheeraerts the YoungerFXD.jpg|thumb|alt=Old oil painting of a queen in a white dress with shoulders and hips exaggerated by her dress|Marcus Gheeraerts the Younger, Queen Elizabeth I in a French Cartwheel Farthingale, 1592|left]] The French vertugadin — a cartwheel farthingale — was a flat "platter" of hoops worn below the waist and above the hips. Once past the vertugadin, the skirt fell straight to the floor, into a kind of asymmetrical drum shape that was balanced by strict symmetry in the rest of the garment. The English Queen Elizabeth I is wearing a French drum-shaped farthingale in Marcus Gheeraerts the Younger's c. 1592 portrait (left).[[File:Hardwick Hall Portrait of Elizabeth I of England.jpg|thumb|Hilliard, Hardwick Hall Portrait of Elizabeth I of England, c. 1598–1599]]In Nicholas Hilliard's c. 1598–1599 portrait of Queen Elizabeth I (right), an extraordinary showing of jewels, pearls and embroidery from the top of her head to the tips of her toes make for a spectacular outfit. The drum of the cartwheel farthingale is closer to the body beneath the point of the bodice, and the underskirt is gathered up the sides of the foundation corset to where her natural waistline would be. The gathers flatten the petticoat from the point to the hem, and the fabric collected at the sides falls from the edge of the drum down to her ankles. Associated with the cartwheel farthingale was a very long waist and a skirt slightly shorter in the front. A rigid corset with a point far below the waist and the downward-angled farthingale flattened the front of the skirt. Because the skirt in front over a cartwheel farthingale was closer to the woman's body and did not touch the floor, the dress flowed and the women's shoes showed as they moved. Almost all portraits of women wearing cartwheel farthingales show the little pointy toes of their shoes. In Gheeraerts' painting, Queen Elizabeth's feet draw attention to themselves, suggesting that showing the shoes was important. Farthingales were heavy, and together with the rigid corsets and the construction of the dress (neckline, bodice, sleeves, mantle), women's movement was quite restricted. Although their feet and legs had the freedom to move under the hoops, their upper bodies were held in place by their foundation garments and their clothing, the sleeves preventing them from raising their arms higher than their shoulders. This restriction of the movement of their arms can be seen in Elizabethan court dances that included clapping. They clapped their hands beside their heads rather than over their heads. The steady attempts in the sumptuary laws to control fine materials for clothing reveals the interest middle-class women had in wearing what the cultural elite were wearing at court. === The Transitional 17th Century === What had been starched and stiff in women's dress in the 16th century — like ruffs and collars — became looser and flatter in the 17th. This transitional period in women's clothing also introduced the [[Social Victorians/Terminology#Cavalier|Cavalier style of men's dress]], which began with the political movement in support of England's King Charles II while he was still living in France. Like the ones women wore, men's ruffs and collars were also no longer starched or wired, making them looser and flatter as well. For much of the 17th century — beginning about 1620, according to Payne — skirts were not supported by the cage-like hoops that had been so popular.<ref name=":11" />{{rp|355}} Without structures like hoops, skirts draped loosely to the floor, but they did not fall straight from the waist. Except for dressing gowns (which sometimes appear in portraiture in spite of their informality), the skirts women wore were held away from the body by some kind of padding or stiffened roll around the waist and at the hips, sometimes flat in front, sometimes not. The skirts flowed from the hips, either straight down or in an A-line depending on the cut of the skirt. [[File:The Vanity of Women Masks and Bustles MET DT4982.jpg|thumb|Maerten de Vos, ''The Vanity of Women: Masks and Bustles'', c. 1600]] ==== Hip Rolls ==== This c. 1600 Dutch engraving attributed to Maerten de Vos (right) shows two servants dressing two wealthy women in masks and hip rolls. In its title of this engraving the Metropolitan Museum of Art calls a hip roll a ''bustle'' (which it defines as a padded roll or a French farthingale),<ref>De Vos, Maerten. "The Vanity of Women: Masks and Bustles." Metropolitan Museum of Art. Wikimedia Commons https://commons.wikimedia.org/wiki/File:The_Vanity_of_Women_Masks_and_Bustles_MET_DT4982.jpg.</ref> but the engraving itself calls it a ''cachenfant''.<ref name=":20">De Vos, Maerten (attrib. to). "The Vanity of Women: Masks and Bustles." Circa 1600. ''The Costume Institute: The Metropolitan Museum of Art''. Object Number: 2001.341.1. https://www.metmuseum.org/art/collection/search/82615</ref> The craftsmen in the back are wearing masks. The one on the left is making the masks that the shop sells, and the one on the right is making the hip rolls. The serving woman on the left is fitting a mask on what is probably her mistress. The kneeling woman on the right is tying a hip roll on what is probably hers. The text around the engraving is in French and Dutch. The French passages read as follows (clockwise from top left), with the word ''cachenfant'' (farthingale) bolded:<blockquote> Orne moy auecq la masque laide orde et sale: <br>Car laideur est en moy la beaute principale. Achepte dame masques & passement: <br>Monstre vostre pauvre [?] orgueil hardiment. Venez belles filles auecq fesses maigres: <br>Bien tost les ferayie rondes & alaigres. Vn '''cachenfant''' come les autres me fault porter: <br>Couste qu'il couste; le fol la folle veult aymer. Voy cy la boutiquel des enragez amours, <br>De vanite, & d'orgueil & d'autres tels tours: D'ont plusieurs qui parent la chair puante, <br>S'en vont auecq les diables en la gehenne ardante. <ref name=":20" /></blockquote> Which translates, roughly, into <blockquote> Adorn me with the ugly, dirty, and orderly mask: <br>For ugliness is the principal beauty in me. Buy, lady, masks and trimmings: <br>Boldly show your poor [?] pride. Come, beautiful girls with thin buttocks: <br>Soon, make them round and cheerful. I must wear a [farthingale, lit. "hide child"] like the others: <br>No matter how much it costs; the madman wants to love. See here the store of rabid loves, <br>Of vanity, and pride, and other such tricks: Many of whom adorn the stinking flesh, <br>Go with the devils to the burning hell. </blockquote> [[File:The Vanity of Women Masks and Bustles MET DT4982 (detail of padded rolls or French farthingales).jpg|thumb|Detail of Maerten de Vos, ''The Vanity of Women: Masks and Bustles'', c. 1600]] Traditionally thought of as padding, the hip rolls, at least in this detail of the c. 1600 engraving (right), are hollow and seem to be made cylindrical by what looks like rings of cane or wire sewn into channels. The kneeling woman is tying the strings that attach the hip roll, which is being worn above the petticoat and below the overskirt that the mistress is holding up and back. The hip roll under construction on the table looks hollow, but when they are finished the rolls look padded and their ends sewn closed. Farthingales were more complex than is usually assumed. Currently, ''farthingale'' usually refers to the cane or wire foundation that shaped the skirt from about 1450 to 1625, although the term was not always used so precisely. Padding was sometimes used to shape the skirt, either by itself or in addition to the cartwheel and cone-shaped foundational structures. The padding itself was in fact another version of hoops that were structured both by rings as well as padding. Called a bustle, French farthingale, cachenfant, bum barrel<ref name=":7" />{{rp|42}} or even (quoting Ben Jonson, 1601) bum roll<ref>Cunnington, C. Willett (Cecil Willett), and Phillis Cunnington. ''Handbook of English Costume in the Sixteenth Century''. Faber and Faber, 1954. Internet Archive https://archive.org/details/handbookofenglis0000unse_e2n2/.</ref>{{rp|161}} in its day, the hip roll still does not have a stable name. The common terms for what we call the hip roll now include ''bum roll'' and ''French farthingale''. The term ''bustle'' is no longer associated with the farthingale. ==== Bunched Skirts or Padding ==== The speed with which trends in clothing changed began to accelerate in the 17th century, making fashion more expensive and making keeping up with the latest styles more difficult. Part of the transition in this century, then, is the number of silhouettes possible for women, including early forms of what became the pannier in the 18th century and what became the bustle in the late 19th. In the later periods, these forms of hoops involved "baskets" or cages (or crinolines), but during this transitional period, these shapes were made from "stiffened rolls [<nowiki/>[[Social Victorians/Terminology#Hip Rolls|hip rolls]]] that were tied around the waist"<ref>Bendall, Sarah A. () The Case of the “French Vardinggale”: A Methodological Approach to Reconstructing and Understanding Ephemeral Garments, ''Fashion Theory'' 2019 (23:3), pp. 363-399, DOI: [[doi:10.1080/1362704X.2019.1603862|10.1080/1362704X.2019.1603862]].</ref>{{rp|369}} at the hips under the skirts or from bunched fabric, or both. The fabric-based volume in the back involved the evolution of an overskirt, showing more and more of the underskirt, or [[Social Victorians/Terminology#Petticoat|petticoat]], beneath it. This development transformed the petticoat into an outer garment.[[File:Princess Teresa Pamphilj Cybo, by Jacob Ferdinand Voet.jpg|thumb|Attr. to Voet, Anna Pamphili, c. 1670]] [[File:Caspar Netscher - Girl Standing before a Mirror - 1925.718 - Art Institute of Chicago.jpg|thumb|Netscher, Girl Standing before a Mirror|left]] Two examples of the bunched overskirt can be seen in Caspar Netscher's ''Girl Standing before a Mirror'' (left) and Voet's ''Portrait of Anna Pamphili'' (right), both painted about 1670. (This portrait of Anna Pamphili and the one below right were both misidentified with her mother Olimpia Aldobrandini.) In both these portraits, the overskirt is split down the center front, pulled to the sides and toward the back and stitched (probably) to keep the fabric from falling flat. The petticoat, which is now an outer garment, hangs straight to the floor. In Netscher's portrait, the girl's shoe shows, but the skirt rests on the ground, requiring her to lift her skirts to be able to walk, not to mention dancing. The dress in Anna Pamphili's portrait is an interesting contrast of soft and hard. The embroidery stiffens the narrow petticoat, suggesting it might have been a good choice for a static portrait but not for moving or dancing. Besides bunched fabric, the other way to make the skirts full at the hips was with hip rolls. Mierevelt's 1629 Portrait of Elizabeth Stuart (below, left) shows a split overskirt, although the fabric is not bunched or draped toward the back. The fullness here is caused by a hip roll, which adds fullness to the hips and back, leaving the skirts flat in front. In this case the flatness of the roll in front pulls the overskirt slightly apart and reveals the petticoat, even this early in the century. One reason this portrait is striking because Elizabeth Stuart appears to be wearing a mourning band on her left arm. Also striking are the very elaborate trim and decorations, displaying Stuart's wealth and status, including the large ornament on the mourning band. [[File:Michiel van Mierevelt - Portrait of Elizabeth Stuart (1596-1662), circa 1629.jpg|thumb|Michiel van Mierevelt, Elizabeth Stuart, c. 1629|left]][[File:Attributed to Voet - Portrait of Anna Pamphili, misidentified with her mother Olimpia Aldobrandini.jpg|thumb|Attr. to Voet, Anna Pamphili, c. 1671]] The c. 1671 portrait of Anna Pamphili (below, right) shows an example of the petticoat's development as an outer garment. In the Mierevelt portrait (left), the petticoat barely shows. A half century later, in the portrait of Anna Pamphili, the overskirt is not split but so short that the petticoat is almost completely revealed. A hip roll worn under both the petticoat and the overskirt gives her hips breadth. The petticoat is gathered at the sides and smooth in the front, falling close to her body. The fullness of the petticoat and the overskirt is on the sides — and possibly the back. The heavily trimmed overskirt is stiff but not rigid. Anna Pamphili's shoe peeps out from under the flattened front of the petticoat. The neckline, the hipline, the bottom of the overskirt, the trim at the hem of the petticoat and overskirt and the ribbons on the sleeves — as well as even the hair style — all give Pamphili's outfit a sophisticated horizontal design, a look that soon would become very important and influential as panniers gained popularity. === Panniers === The formal, high-status dress we most associate with the 18th century is the horizontal style of panniers, the hoops at the sides of the skirt, which is closer to the body in front and back. Popular in the mid century in France, panniers continued to dominate design in court dress in the U.K. "well into the 19th century."<ref name=":11" />{{rp|413}} ''Paniers anglais'' were 8-hoop panniers.<ref name=":7" />{{rp|219}} Panniers were made from a variety of materials, most of which have not survived into the 21st century, and the most common materials used panniers has not been established. Lewandowski says that skirts were "stretched over metal hoops" that "First appear[ed] around 1718 and [were] in fashion [for much of Europe] until 1800. ... By 1750 the one-piece pannier was replaced by [two pieces], with one section over each hip."<ref name=":7" />{{rp|219}} According to Payne, another kind of pannier "consisted of a pair of caned or boned [instead of metal] pouches, their inner surfaces curved to the ... contour of the hips, the outside extending well beyond them."<ref name=":11" />{{rp|428}} Given that it is a natural material, surviving examples of cane for the structure of panniers are an unexpected gift, although silk, linen and wool also occasionally exists in museum collections. No examples of bone structures for panniers exist, suggesting that bone is less hardy than cane. Waugh says that whalebone was the only kind of "bone" (it was actually cartilage, of course) used;<ref name=":19">Waugh, Norah. ''Corsets and Crinolines''. New York, NY: Theatre Arts Books, 1954. Rpt. Routledge/Theatre Arts Books, 2000.</ref>{{rp|167}} Payne says cane and whalebone were used for panniers.<ref name=":11" />{{rp|426}} Neither Payne nor Waugh mention metal. Examples of metal structures for panniers have also not survived, perhaps because they were rare or occurred later, during revolutionary times, when a lot of things got destroyed. The pannier was not the only silhouette in the 18th century. In fact, the speed with which fashion changed continued to accelerate in this century. Payne describes "Six basic forms," which though evolutionary were also quite distinct. Further, different events called for different styles, as did the status and social requirements for those who attended. For the first time in the clothing history of the culturally elite, different distinct fashions overlapped rather than replacing each other, the clothing choices marking divisions in this class. The century saw Payne's "Six basic forms" or silhouettes generally in this order but sometimes overlapping: # '''Fullness in the back'''. The fabric bustle. While we think of the bustle as a 19th-century look, it can be found in the 18th century, as Payne says.<ref name=":11" />{{rp|411}} The overskirt was all pulled to the back, the fullness probably mostly made by bunched fabric. # '''The round skirt'''. "The bell or dome shape resulted from the reintroduction of hoops[,] in England by 1710, in France by 1720."<ref name=":11" />{{rp|411}} # '''The ellipse, panniers'''. "The ellipse ... was achieved by broadening the support from side to side and compressing it from front to back. It had a long run of popularity, from 1740 to 1770, the extreme width being retained in court costumes. ... English court costume [411/413] followed this fashion well into the nineteenth century."<ref name=":11" />{{rp|411, 413}} # '''Fullness in the back and sides'''. "The dairy maid, or [[Social Victorians/Terminology#Polonaise|polonaise]], style could be achieved either by pulling the lower part of the overskirt through its own pocket holes, thus creating a bouffant effect, or by planned control of the overskirt, through the cut or by means of draw cords, ribbons, or loops and buttons, which were used to form the three great ‘poufs’ known as the polonaise .... These diversions appeared in the late [seventeen] sixties and became prevalent in the seventies. They were much like the familiar styles of our own [American] Revolutionary War period."<ref name=":11" />{{rp|413}} # '''Fullness in the back'''. The return of the bustle in the 1780s.<ref name=":11" />{{rp|413}} # '''No fullness'''. The tubular [or Empire] form, drawn from classic art, in the 1790s.<ref name=":11" />{{rp|413}} Hoops affected how women sat, went through doors and got into carriages, as well as what was involved in the popular dances. Length of skirts and trains. Some doorways required that women wearing wide panniers turn sideways, which undermined the "entrance" they were expected to make when they arrived at an event. Also, a woman might be accompanied by a gentleman, who would also be affected by her panniers and the width of the doorway. Over the century skirts varied from ankle length to resting on the floor. Women wearing panniers would not have been able to stand around naturally: the panniers alone meant they had to keep their elbows bent. [[File:Panniers 1.jpg|thumb|alt=Photograph of the wooden and fabric skeleton of an 18th-century women's foundation garment|Wooden and Fabric-covered Structure for 18th-century Panniers|left]][[File:Hoop petticoat and corset England 1750-1780 LACMA.jpg|thumb|Hooped Petticoat and Corset, 1750–80]]The 1760–1770 French panniers (left) are "a rare surviving example"<ref name=":15">{{Citation|title=Panniers|url=https://www.metmuseum.org/art/collection/search/139668|date=1760–70|accessdate=2025-01-01}}. The Costume Institute, Metropolitan Museum of Art. https://www.metmuseum.org/art/collection/search/139668.</ref> of the structure of this foundation garment. Almost no examples of panniers survive. The hoops are made with bent cane, held together with red velvet silk ribbon that looks pinked. The cane also appears to be covered with red velvet, and the hoops have metal "hinges that allow [them] to be lifted, facilitating movement in tight spaces."<ref name=":15" /> This inventive hingeing permitted the wearer to lift the bottom cane and her skirts, folding them up like an accordion, lifting the front slightly and greatly reducing the width (and making it easier to get through doors). ['''Write the Met to ask about this description once it's finished. Are there examples of boned or metal panniers that they're aware of?'''] The corset and hoops shown (right) are also not reproductions and are also rare examples of foundation garments surviving from the 18th century. These hoops are made with cane held in place by casings sewn into a plain-woven linen skirt.<ref>{{Cite web|url=https://collections.lacma.org/node/214714|title=Woman's Hoop Petticoat (Pannier) {{!}} LACMA Collections|website=collections.lacma.org|access-date=2025-01-03}} Los Angeles County Museum of Art. https://collections.lacma.org/node/214714.</ref> These 1750–1780 hoops are modestly wide, but the gathering around the casings for the hoops suggests that the panniers could be widened if longer hoops were inserted. (The corset shown with these hoops is treated in the [[Social Victorians/Terminology#Corsets|Corsets section]]. The mannequin is wearing a [[Social Victorians/Terminology#Chemise|chemise undergarment]] as well.)[[File:Johanna Gabriele of Habsburg Lorraine1 copy.jpg|thumb|Martin van Meytens, Johanna Gabriele of Habsburg Lorraine, c. 1760|left]]In her c. 1760 portrait (left), Johanna Gabriele of Habsburg Lorraine is wearing exaggerated court-dress panniers, shown here about the widest that they got. Johanna Gabriele was the daughter of Maria Theresa of Austria, so she was a sister of Marie Antoinette, who also would have worn panniers as exaggerated as these. Johanna Gabriele's hairstyle has not grown into the huge bouffant style that developed to balance the wide court dress, so her outfit looks out of proportion in this portrait. And, because of her panniers, her arms look slightly awkward. The tips of her shoes show because her skirt has been pulled back and up to rest on them. France had become the leader in high fashion by the middle of the century, led first by Madame Pompadour and then by Marie Antoinette, who was crowned queen in 1774.<ref>{{Cite journal|date=2025-04-23|title=Marie Antoinette|url=https://en.wikipedia.org/wiki/Marie_Antoinette|journal=Wikipedia|language=en}}</ref> Court dress has always been regulated, but it could be influenced. Marie Antoinette's influence was toward exaggeration, both in formality and in informality. In their evolution formal-dress skirts moved away from the body in front and back but were still wider on the sides and were decorated with massive amounts of trim, including ruffles, flowers, lace and ribbons. The French queen led court fashion into greater and greater excess: "Since her taste ran to dancing, theatrical, and masked escapades, her costumes and those of her court exhibited quixotic tendencies toward absurdity and exaggeration."<ref name=":11" />{{rp|428}} Both Madame Pompadour's and Marie Antoinette's taste ran to extravagance and excess, visually represented in the French court by the clothing.[[File:Marie Antoinette 1778-1783.jpg|thumb|Marie Antoinette in 1778 and 1779]]The two portraits (right), painted by Élizabeth Louise Vigée Le Brun in 1778 on the left and 1779 on the right, show Marie Antoinette wearing the same dress. Although one painting has been photographed as lighter than the other, the most important differences between the two portraits are slight variations in the pose and the hairstyle and headdress. Her hair in the 1779 painting is in better proportion to her dress than it is in the earlier one, and the later headdress — a stylized mobcap — is more elaborate and less dependent on piled-up hair. (The description of the painting in Wikimedia Commons says she gave birth between these two portraits, which in particular affected her hair and hairline.<ref>"File:Marie Antoinette 1778-1783.jpg." ''Wikimedia Commons'' [<bdi>Élisabeth Louise Vigée Le Brun, 2 portraits of Marie Antoinette</bdi>] https://commons.wikimedia.org/wiki/File:Marie_Antoinette_1778-1783.jpg.</ref>)[[File:Queen Charlotte, by studio of Thomas Gainsborough.jpg|thumb|Queen Charlotte of England, 1781|left]] In this 1781<ref>{{Cite web|url=https://artsandculture.google.com/asset/wd/jAGip1dpEkf-Fw|title=Portrait of Queen Charlotte of England - Thomas Gainsborough, studio|website=Google Arts & Culture|language=en|access-date=2025-04-16}}</ref> portrait from the workshop of Thomas Gainsborough (left), Queen Charlotte is wearing panniers less exaggerated in width than Johanna Gabriele's. The English did not usually wear panniers as wide as those in French court dress, but the decoration and trim on the English Queen Charlotte's gown are as elaborate as anything the French would do. The ruffles (many of them double) and fichu are made with a sheer silk or cotton, which was translucent rather than transparent. The ruffles on Queen Charlotte's sleeves are made of lace. The ruffles and poufs of sheer silk are edged in gold. The embroidered flowers and stripes, as well as the sequin discs and attached clusters are all gold. The skirt rose above the floor, revealing Queen Charlotte's pointed shoe. Shoes were fashion accessories because of the shorter length of the skirts. The whole look is more balanced because of the bouffant hairstyle, the less extreme width in the panniers and the greater fullness in front (and, probably, back). The white dress worn by the queen in Season 1, Episode 4 of the BBC and Canal+ series ''Marie Antoinette'' stands out because nobody else is wearing white at the ball in Paris and because of the translucent silk or muslin fabric, which would have been imported from India at that time (some silk was still being imported from China). Muslin is not a rich or exotic fabric to us, but toward the end of the 18th century, muslin could be imported only from India, making it unusual and expensive.<blockquote>Another English contribution to the fashion of the eighties was the sheer white muslin dress familiar to us from the paintings of Reynolds, Romney, and Lawrence. In this respect the English fell under the spell of classic Greek influence sooner than the French did. Lacking the restrictions imposed by Marie Antoinette's court, the English were free to adapt costume designs from the source which was inspiring their architects and draftsmen.<ref name=":11" />{{rp|438}} </blockquote>So while a sheer white dress would have been unlikely in Marie Antoinette's court, according to Payne, the fabric itself was available and suddenly became very popular, in part because of its simplicity and its sheerness. The Empire style replaced the Rococo busyness in a stroke, like the French Revolution. By the 1790s French and English fashion had evolved in very different directions, and also by this time, accepted fashion and court dress had diverged, with the formulaic properties of court dress — especially in France — preventing its development. In general,<blockquote>English women were modestly covered ..., often in overdress and petticoat; that heavier fabrics with more pattern and color were used; and that for a while hairdress remained more elaborate and headdress more involved than in France.<ref name=":11" />{{rp|441}}</blockquote>Even in such a rich and colorful court dress as Queen Charlotte is wearing in the Gainsborough-workshop portrait, her more "modest" dress shows these trends very clearly: the white (muslin or silk) and the elaborate style in headdress and hair. === Polonaise === ==== Marie Antoinette — The Context ==== The robe à la Polonaise in casual court dress was popularized by Marie Antoinette for less formal settings and events, a style that occurred at the same time as highly formal dresses with panniers. An informal fashion not based on court dress, although court style would require panniers, though not always the extremely wide ones, and the new style. It was so popular that it evolved into one way court dress could be.[[File:Marie Antoinette in a Park Met DP-18368-001.jpg|thumb|Le Brun, ''Marie Antoinette in a Park'']]Trianon: Marie Antoinette's "personal" palace at Versailles, where she went to entertain her friends in a casual environment. While there, in extended, several-day parties, she and her friends played games, did amateur theatricals, wore costumes, like the stylization of what a dairy maid would wear. A release from the very rigid court procedures and social structures and practices. Separate from court and so not documented in the same way events at Versailles were. In the c. 1780–81 sketch (right) of Marie Antoinette in a Park by Elisabeth Louise Vigée Le Brun,<ref>Le Brun, Elisabeth Louise Vigée. ''Marie Antoinette in a Park'' (c. 1780–81). The Metropolitan Museum of Art https://www.metmuseum.org/art/collection/search/824771.</ref> the queen is wearing a robe à la Polonaise with an apron in front, so we see her in a relatively informal pose and outfit. The underskirt, which is in part at least made of a sheer fabric, shows beneath the overskirt and the apron. This is a late Polonaise, more decoration, additions of ribbons, lace, lace, [[Social Victorians/Terminology#Plastics|plastics]], ruffles, which did not exist on actual milkmaid dresses or earlier versions of the robe à la Polonaise. Even though this is a sketch, we can see that this dress would be more comfortable and convenient for movement because the bodice is not boned, and wrinkles in the bodice suggest that she is not likely wearing a corset. ==== Definition of Terms ==== The Polonaise was a late-Georgian or late-18th-century style, the usage of the word in written English dating from 1773 although ''Polonaise'' is French for ''the Polish woman'', and the style arose in France:<blockquote>A woman's dress consisting of a tight, unboned bodice and a skirt open from the waist downwards to reveal a decorative underskirt. Now historical.<ref name=":13">“Polonaise, N. & Adj.” ''Oxford English Dictionary'', Oxford UP, September 2024, https://doi.org/10.1093/OED/2555138986.</ref></blockquote>The lack of boning in the bodice would make this fashion more comfortable than the formal foundation garments worn in court dress. The term ''á la polonaise'' itself is not in common use by the French nowadays, and the French ''Wikipédia'' doesn't use it for clothing. French fashion drawings and prints from the 18th-century, however, do use the term. Elizabeth Lewandowski dates the Polonaise style from about 1750 to about 1790,<ref name=":7" />{{rp|123}} and Payne says it was "prevalent" in the 1770s.<ref name=":11" />{{rp|413}} The style à la Polonaise was based on an idealization of what dairy maids wore, adapted by aristocratic women and frou-froued up. Two dairymaids are shown below, the first is a caricature of a stereotypical milkmaid and the second is one of Marie Antoinette's ladies in waiting costumed as a milkmaid. [[File:La laitiere. G.16931.jpg|left|thumb|Mixelle, ''La Laitiere'' (the Milkmaid)]] [[File:Madame A. Aughié, Friend of Queen Marie Antoinette, as a Dairymaid in the Royal Dairy at Trianon - Nationalmuseum - 21931.tif|thumb|Madame A. Aughié, as a Dairymaid in the Royal Dairy at Trianon]]In the aquatint engraving of ''La Laitiere'' (left) by Jean-Marie Mixelle (1758–1839),<ref>Mixelle, Jean-Marie. ''La Laitiere'', Musée Carnavalet, Histoire de Paris, Inventory Number: G.16931. https://www.parismuseescollections.paris.fr/fr/musee-carnavalet/oeuvres/la-laitiere-8#infos-secondaires-detail.</ref> the milkmaid is portrayed as flirtatious and, perhaps, not virtuous. She is wearing clogs and two white aprons. Her bodice is laced in front, the ruffle is probably her chemise showing at her neckline, and the peplum sticks out, drawing attention to her hips. As apparently was typical, she is wearing a red skirt, short enough for her ankles to show. The piece around her neck has become untucked from her bodice, contributing to the sexualizing, as does the object hanging from her left hand and directing the eye to her bosom. (The collection of engravings that contains this one is undated but probably from the late 19th or early 20th century.) The 1787 <bdi>Adolf Ulrik Wertmüller</bdi> portrait of Madame Adélaïde Aughié in the Royal Dairy at Petit Trianon-Le Hameau<ref>Wertmüller, Adolf Ulrik. ''Adélaïde Auguié as a Dairy-Maid in the Royal Dairy at Trianon''. 1787. The National Museum of Sweden, Inventory number NM 4881. https://collection.nationalmuseum.se/en/collection/item/21931/.</ref> (right) is about as casual as Le Trianon got. A contemporary of Marie Antoinette, she is in costume as a milkmaid in the Royal Dairy at Trianon, perhaps for a theatrical event or a game. Her dress is not in the à la Polonaise style but a court interpretation of what a milkmaid would look like, in keeping with the hired workers at le Trianon. ==== The 3 Poufs ==== Visually, the style à la Polonaise is defined by the 3 poufs made by the gathering-up of the overskirt. Initially most of the fabric was bunched to make the poufs, but eventually they were padded or even supported by panniers. Payne describes how the polonaise skirt was constructed, mentioning only bunched fabric and not padding:<blockquote>The dairy maid, or polonaise, style could be achieved either by pulling the lower part of the overskirt through its own pocket holes, thus creating a bouffant effect, or by planned control of the overskirt, through the cut or by means of draw cords, ribbons, or loops and buttons, [or, later, buckles] which were used to form the three great ‘poufs’ known as the polonaise .... These diversions [the poufs] appeared in the late [seventeen] sixties and became prevalent in the seventies. They were much like the familiar styles of our own [American] Revolutionary War period.<ref name=":11" />{{rp|413}}</blockquote>[[File:Robe à la polonaise jaune et violette, Galerie des modes, Fonds d'estampes du XVIIIème siècle, G.4555.jpg|thumb|Robe à la polonaise, c. 1775]]The overskirt, which was gathered or pulled into the 3 distinctive poufs, was sometimes quite elaborately decorated, revealing the place of this garment in high fashion (rather than what an actual working dairy maid might wear). The fabrics in the underskirt and overskirt sometimes were different and contrasting; in simpler styles, the two skirts might have the same fabrics. More complexly styled dresses were heavily decorated with ruffles, bows, [[Social Victorians/Terminology#Plastics|plastics]], ribbons, flowers, lace and trim. The c. 1775<ref name=":21">"Robe à la polonaise jaune et violette, Galerie des modes, Fonds d'estampes du XVIIIème siècle." Palais Galliera, musée de la Mode de la Ville de Paris. Inventory number: G.4555. https://www.parismuseescollections.paris.fr/fr/palais-galliera/oeuvres/robe-a-la-polonaise-jaune-et-violette-galerie-des-modes-fonds-d-estampes-du#infos-principales.</ref> fashion color print (right) shows the way the overskirt of the Polonaise was gathered into 3 poufs, one in back and one on either side. In this illustration, the underskirt and the overskirt have the same yellow fabric trimmed with a flat band of purple fabric. The 18th-century caption printed below the image identifies it as a "Jeune Dame en robe à la Polonoise de taffetas garnie a plat de bandes d'une autre couleur: elle est coeffée d'un mouchoir a bordures découpées, ajusté avec gout et bordé de fleurs [Young Lady in a Polonaise dress of taffeta trimmed flat with bands of another color: she is wearing a handkerchief with cut edges, tastefully adjusted and bordered with flowers]."<ref name=":21" /> The skirt's few embellishments are the tasseled bows creating the poufs. The gathered underskirt falls straight from the padded hips to a few inches above the floor. Her cap is interesting, perhaps a forerunner of the mob cap (here a handkerchief worn as a cap ["mouchoir a bordures découpées"]). ===== The Evolution of the Polonaise into Court Dress ===== Part of the original attraction of the robe à la Polonaise was that women did not wear their usual heavy corsets and hoops, which is what would have made this style informal, playful, easy to move in, an escape from the stiffness of court life. Traditionally court dress with panniers and the robe à la Polonaise were thought to be separate, competing styles, but actually the two styles influenced each other and evolved into a design that combined elements from both. By the time the robe à la Polonaise became court dress, the poufs were no longer only bunched fabric but large, controlled elaborations that were supported by structural elements, and the silhouette of the dress had returned to the ellipsis shape provided by panniers, with perhaps a little more fullness in front and back. The underskirt fell straight down from the hip level, indicating that some kind of padding or structure pulled it away from the body. Court dress required the controlled shape of the skirt and a tightly structured bodice, which could have been achieved with corseting or tight lacing of the bodice itself. In the combined style, the bodice comes to a pointed V below the waist, which could only be kept flat by stays. While the Polonaise was ankle length, court dress touched the floor. The following 3 images are fashion prints showing Marie Antoinette in court dress influenced by the robe à la Polonaise, made into a personal style for the queen by the asymmetrical poufs, the reduction of Rococo decoration, layers stacked upon each other and a length that keeps the hem of the skirts off the floor.[[File:Marie Antoinette de modekoningin Gallerie des Modes et Costumes Français Gallerie des Modes et Costumes Français, 1787, ooo 356 Grand habit de bal a la Cour (..), RP-P-2009-1213.jpg|thumb|Marie Antoinette in a Court Ball Gown à la Polonaise|left]]The 1787 "Grand habit de bal à la Cour, avec des manches à la Gabrielle & c." (left) by printmaker Nicolas Dupin, after a drawing by Augustin de Saint-Aubin, shows Marie Antoinette in a ballgown for the court with sleeves à la Gabrielle.<ref>{{Cite web|url=https://www.rijksmuseum.nl/en/collection/object/Marie-Antoinette-The-Queen-of-Fashion-Gallerie-des-Modes-et-Costumes-Francais--10ceb0e05fbb45ad4941bed1dacb27f1|title=Marie Antoinette: The Queen of Fashion: Gallerie des Modes et Costumes Français|website=Rijksmuseum.nl|language=en|access-date=2025-05-02}}</ref> This ballgown, influenced by the robe à la polonaise, is balanced but asymmetrical and seems to have panniers for support of the side poufs. The only decoration on the skirt is ribbon or braid and tassels. Contrasting fabrics replace the [[Social Victorians/Terminology#Frou-frou|frou-frou]] for more depth and interest. The lining of the poufs has been pulled out for another contrasting color. The print makes it impossible to tell if the purple is an underskirt and an overskirt or one skirt with attached loops of the ribbon-like trim. (A sleeve à la Gabrielle has turned out to be difficult to define. The best we can do, which is not perfect, is a 4 July 1814 description: "On fait, depuis quelque temps, des manches à la Gabrielle. Ces manches, plus courtes que les manches ordinaires, se terminent par plusieurs rangs de garnitures. Au lieu d'un seul bouillonné au poignet, on en met trois ou quatre, que l'on sépare par un poignet."<ref>"Modes." ''Journal des Dames et des Modes''. 4 July 1814 (18:37), vol. 10, 1. ''Google Books'' https://books.google.com/books?id=kwNdAAAAcAAJ.</ref>{{rp|296}} ["For some time now, sleeves have been made in the Gabrielle style. These sleeves, shorter than ordinary sleeves, end in several rows of trimmings. Instead of a single ruffle at the wrist, three or four are used, separated by a wrist treatment."] The sleeves on the bodice of robes à la Polonaise seem to have been short, 3/4-length or less.) [[File:Gallerie des Modes et Costumes Français, 1787, sss 384 Robe de Cour à la Turque (..), RP-P-2009-1220.jpg|thumb|Marie Antoinette in a Court Dress à la Turque]]The c. 1787 "Robe de Cour à la Turque, coeffure Orientale aves des aigrettes et plumes, &c." (right) by printmaker Nicolas Dupin, after a drawing by Augustin de Saint-Aubin, shows Marie Antoinette in a court dress à la Turque with a headdress that has [[Social Victorians/Terminology#Aigrette|aigrettes]] and plumes.<ref>{{Cite web|url=https://www.rijksmuseum.nl/en/collection/object/---75499afec371ac1741dd98d769b14698|title=Gallerie des Modes et Costumes Français, 1787, sss 384 : Robe de Cour à la Turque; (...)|website=Rijksmuseum.nl|language=en|access-date=2025-05-02}}</ref> The "coeffure Orientale" seems to be a highly stylized turban. This court dress is à la Polonaise in that it has poufs, but it has 2 layers of poufs and an underskirt with a large ruffle. With its unusual striped fabric, its contrasting colors, the very asymmetrical skirt and the ruffles, bows and tassels, this is an elaborate and visually complex dress, but it is not decorated with a lot of [[Social Victorians/Terminology#Frou-frou|frou-frou]]. Several prints in this fashion collection show the robe à la Turque, a late-Georgian style [1750–1790],<ref name=":7" />{{rp|250}} none of which look "Turkish" in the slightest. Lewandowski defines robe à la Turque:<blockquote> Very tight bodice with trained over-robe with funnel sleeves and a collar. Worn with a draped sash.<ref name=":7" />{{rp|250}}</blockquote> Her "Robe à la Reine" might offer a better description of this outfit, or at least of the overskirt:<blockquote>Popular from 1776 to 1787, bodice with an attached overskirt swagged back to show the underskirt. .... Gown was short sleeved and elaborately decorated.<ref name=":7" />{{rp|250}}</blockquote>[[File:Marie Antoinette de modekoningin Gallerie des Modes et Costumes Français Gallerie des Modes et Costumes Francais, 1787, ooo.359, Habit de Cour en hyver (titel op object), RP-P-2004-1142.jpg|thumb|Marie Antoinette in Winter Court Fashion]] This 18th-century interpretation of what looked Turkish would have been about what was fashionable and, in the case of Marie Antoinette's court, dramatic. The 1787 "Habit de Cour en hyver garni de fourrures &c." (right) of Marie Antoinette by printmaker Nicolas Dupin, after a drawing by Augustin de Saint-Aubin, shows Marie Antoinette in a winter court outfit trimmed with white fur.<ref>{{Cite web|url=https://www.rijksmuseum.nl/en/collection/object/Marie-Antoinette-The-Queen-of-Fashion-Gallerie-des-Modes-et-Costumes-Francais--727dc366885cc0596cd60d7b2c57e207|title=Marie Antoinette: The Queen of Fashion: Gallerie des Modes et Costumes Français|website=Rijksmuseum.nl|language=en|access-date=2025-05-02}}</ref> Unusually, this "habit" à la Polonaise has a train. The highly stylized court version of a mob cap was appropriated from the peasantry and turned into this extravagant headdress with its unrealistic high crown and its huge ribbon and bows. This outfit as a whole is balanced even though individual elements (like the cap and the white drapes gathered and bunched with bows and tassels) are out of proportion. The decadence of the aristocratic and royal classes in France at the end of the 18th century are revealed by these extravagant, dramatic fashions in court dress. These restructured, redesigned court dresses are the merging of the earlier, highly decorated and formal pannier style with the simpler, informal style à la Polonaise. The design is complex, but the complexity does not result from the variety of decorations. The most important differences in the merged design are in the radical reduction of frou-frou and the number of layers. Also, sometimes, the skirts are ankle rather than floor length. The foundation garments held the layers away from the legs, not restricting movement. The different styles of farthingales that existed at the same time are variations on a theme, but the panniers and the Polonaise styles, which also existed at the same time, had different purposes and were designed for different events, but the two styles influenced each other to the point that they merged. All the various forms of hoops we've discussed so far are not discrete but moments in a long evolution of foundation structures. Once fashion had moved on, they all passed out of style and were not repeated. Except the Polonaise, which had influence beyond the 18th century — in the 1870s revival of the à la Polonaise style and in Victorian fancy-dress (or costume) balls. For example, [[Social Victorians/People/Pembroke#Lady Beatrix Herbert|Lady Beatrix Herbert]] at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball]] was wearing a Polonaise, based on a Thomas Gainsborough portrait of dancer Giovanna Baccelli. === Crinoline Hoops === ''[[Social Victorians/Terminology#Crinoline|Crinoline]]'', technically, is the name for a kind of stiff fabric made mostly from horsehair and sometimes linen, stiffened with starch or glue, and used for [[Social Victorians/Terminology#Foundation Garments|foundation garments]] like petticoats or bustles. The term ''crinoline'' was not used at first for the cage (shown in the image below left), but that kind of structure came to be called a crinoline as well as a cage, and the term is still used in this way by some. After the 1789 French Revolution, for about one generation, women stopped wearing corsets and hoops in western Europe.<ref name=":11" />{{rp|445–446}} What they did wear was the Empire dress, a simple, columnar style of light-weight cotton fabric that idealized classical Greek outlines and aesthetics. Cotton was a fabric for the elite at this point since it was imported from India or the United States. Sometimes women moistened the fabric to reveal their "natural" bodies, showing that they were not wearing artificial understructures.[[File:Crinoline era3.gif|thumb|1860s Cage Showing the Structure|left]] Beginning in the second decade of the 19th century and continuing through the 1830s, corsets returned and skirts became more substantial, widened by layers of flounced cotton petticoats — and in winter, heavy woolen or quilted ones. The waist moved down to the natural waist from the Empire height. As skirts got wider in the 1840s, the petticoats became too bulky and heavy, hanging against the legs and impeding movement. In the mid 1850s<ref name=":11" />{{rp|510}} <ref name=":7" />{{rp|78}} those layers of petticoats began to be replaced by hoops, which were lighter than all that fabric, even when made of steel, and even when really wide. The sketch (left) shows a crinoline cage from the 1860s, making clear the structure that underlay the very wide, bell or hemisphere shapes of the era without the fabric that would normally have covered it.<ref>Jensen, Carl Emil. ''Karikatur-album: den evropaeiske karikature-kunst fra de aeldste tider indtil vor dage. Vaesenligst paa grundlag af Eduard Fuchs : Die karikature'', Eduard Fuchs. Vol. 1. København, A. Chrustuabsebs Forlag, 1906. P. 504, Fig. 474 (probably) ''Google Books'' https://books.google.com/books?id=BUlHAQAAMAAJ.</ref> (This image was published in a book in 1904, but it may have been drawn earlier. The [[Social Victorians/Terminology#Chemise|chemise]] is accurate but oversimplified, minus the usual ruffles, more for the wealthy and less for the working classes.) When people think of 1860s hoops, they think of this shape, the one shown in, say, the 1939 film ''Gone with the Wind''. The extremely wide, round shape, which is what we are accustomed to seeing in historical fiction and among re-enactors, was very popular in the 1860s, but it was not the only shape hoops took at this time. The half-sphere shape — in spite of what popular history prepares us to think — was far from universal.[[File:Miss Victoria Stuart-Wortley, later Victoria, Lady Welby (1837-1912) 1859.jpg|thumb|Victoria Stuart-Wortley, 1859]]As the 1860s progressed, hoops (and skirts) moved towards the back, creating more fullness there and leaving a flatter front. The photographs below show the range of choices for women in this decade. Cages could be more or less wide, skirts could be more or less full in back and more or less flat in front, and skirts could be smooth, pleated or folded, or gathered. Skirts could be decorated with any of the many kinds of ruffles or with layers (sometimes made of contrasting fabrics), and they could be part of an outfit with a long bodice or jacket (sometimes, in fact, a [[Social Victorians/Terminology#Peplum|peplum]]). As always, the woman's social class and sense of style, modesty and practicality affected her choices. In her portrait (right) Victoria Stuart-Wortley (later Victoria, Lady Welby) is shown in 1859, two years before she became one of Queen Victoria's maids of honor. While Stuart-Wortley is dressed fashionably, her style of clothing is modest and conservative. The wrinkles and folds in the skirt suggest that she could be wearing numerous petticoats (which would have been practical in cold buildings), but the smoothness and roundness of the silhouette of the skirt suggest that she is wearing conservative hoops.[[File:Elisabeth Franziska wearing a crinoline and feathered hat.jpg|thumb|Archduchess Elisabeth Franziska, 1860s|left]] The portrait of Archduchess Elisabeth Franziska (left) offers an example of hoops from the 1860s that are not half-sphere shaped and a skirt that is not made to fit smoothly over them. The dress seems to have a short peplum whose edges do not reach the front. She is standing close to the base of the column and possibly leaning on the balustrade, distorting the shape of the skirt by pushing the hoop forward. This dress has a complex and sophisticated design, in part because of the weight and textures of the fabric and trim. The folds in the skirt are unusually deep. Even though the textured or flocked fabric is light-colored, this could be a winter dress. The skirt is trimmed with zig-zag rows of ruffles and a ruffle along the bottom edge. The ruffles may be double with the top ruffle a very narrow one (made of an eyelet or some kind of textured fabric). Both the top and bottom edges of the tiered double ruffles are outlined in a contrasting fabric, perhaps of ribbon or another lace, perhaps even crocheted. Visual interest comes from the three-dimensionality provided by the ruffles and the contrast caused by dark crocheted or ribbon edging on the ruffles. In fact, the ruffles are the focus of this outfit. [[File:Her Majesty the Queen Victoria.JPG|thumb|Queen Victoria at Windsor Castle, 1861]] The photographic portrait (right) of Queen Victoria at Windsor Castle, in evening dress with diadem and jewels, is by Charles Clifford<ref>{{Cite web|url=https://wellcomecollection.org/works/ppgcfuck|title=Queen Victoria. Photograph by C. Clifford, 1861.|website=Wellcome Collection|language=en|access-date=2025-02-03}}</ref> of Madrid, dated 14 November 1861 and now held by the Wellcome Institute. Prince Albert died on 14 December 1861,<ref>{{Cite journal|date=2025-01-20|title=Prince Albert of Saxe-Coburg and Gotha|url=https://en.wikipedia.org/wiki/Prince_Albert_of_Saxe-Coburg_and_Gotha|journal=Wikipedia|language=en}}</ref> so this carte-de-visite portrait was taken one month before Victoria went into mourning for 40 years. This fashionable dress could be a ballgown designed by a designer. The hoops under these skirts appear to be round rather than elliptical but are rather modest in their width and not extreme. That is, there is as much fullness in the front and back as on the sides. In this style, the skirt has a smooth appearance because it is not fuller at the bottom than the waist, where it is tightly gathered or pleated, so the skirts lie smoothly on the hoops and are not much fuller than the hoops. The smoothness of this skirt makes it definitive for its time. Instead of elaborate decoration, this visually complex dress depends on the woven moiré fabric with additional texture created by the shine and shadows in the bunched gathering of the fabric. The underskirt is gathered both at the waist and down the front, along what may be ribbons separating the gathers and making small horizontal bunches. The overskirt, which includes a train, has a vertical drape caused by the large folds at the waist. The horizontal design in the moiré fabric contrasts with the vertical and horizontal gathers of the underskirt and large, strongly vertical folds of the overskirt.[[File:Queen Victoria photographed by Mayall.JPG|thumb|Queen Victoria photographed by Mayall. early 1860s|left]] The carte-de-visite portrait of Queen Victoria by John Jabez Edwin Paisley Mayall (left) shows hoops that are more full in the back than the front. Mayall took a number of photographs of the royal family in 1860 and in 1861 that were published as cartes de visite,<ref>{{Cite journal|date=2024-11-08|title=John Jabez Edwin Mayall|url=https://en.wikipedia.org/wiki/John_Jabez_Edwin_Mayall|journal=Wikipedia|language=en}}</ref> and the style of Victoria's dress is consistent with the early 1860s. The fact that she has white or a very light color at her collar and wrists suggests that she was not in full mourning and thus wore this dress before Prince Albert died on 14 December 1861. We cannot tell what color this dress is, and it may not be black in spite of how it appears in this photograph. Victoria's hoops are modest — not too full — and mostly round, slightly flatter in the front. The skirt gathers more as it goes around the sides to the back and falls without folds in the front, where it is smoother, even over the flatter hoops. This is a winter garment with bulky sleeves and possibly fur trim. Except for what may be an undergarment at the wrists, this one-layer garment might be a dress or a bodice and skirt (perhaps with a short jacket). Over-trimmed garments were standard in this period. Lacking layers, ruffles, lace or frou-frou, the simple design of Victoria's dress is deliberate and balanced — and looks warm. The bourgeois, inexpensive-looking design of this dress echoes Victoria's performance of a queen who is respectable and responsible rather than aristocratic and "fashion forward." So she looks like a middle-class matron.[[File:Queen Emma of Hawaii, photograph by John & Charles Watkins, The Royal Collection Trust (crop).jpg|thumb|Queen Emma Kaleleokalani of Hawai'i, 1865]] The portrait (right) of Queen Emma of Hawaii — Emma Kalanikaumakaʻamano Kaleleonālani Naʻea Rooke — is a carte de visite from an album of ''Royal Portraits'' that Queen Victoria collected. The carte-de-visite photograph is labelled 1865 and ''Queen Emma of the Sandwich Islands'',<ref>Unknown Photographer. ''Emma Kalanikaumakaʻamano Kaleleonālani Naʻea Rooke, Queen of the Kingdom of Hawaii (1836-85)''. ''www.rct.uk''. Retrieved 2025-02-07. https://www.rct.uk/collection/2908295/emma-kalanikaumakaamano-kaleleonalani-naea-rooke-queen-of-the-kingdom-of-hawaii.</ref> possibly in Victoria's hand. How Victoria got this photograph is not clear. Queen Emma traveled to North America and Europe between 6 May 1865 and 23 October 1866,<ref>Benton, Russell E. ''Emma Naea Rooke (1836-1885), Beloved Queen of Hawaii''. Lewiston, N.Y., U.S.A. : E. Mellen Press, 1988. ''Internet Archive'' https://archive.org/details/emmanaearooke1830005bent/.</ref>{{rp|49}} visiting London twice, the second time in June 1866.<ref name=":17">{{Cite journal|date=2025-01-07|title=Queen Emma of Hawaii|url=https://en.wikipedia.org/wiki/Queen_Emma_of_Hawaii|journal=Wikipedia|language=en}}</ref> In her portrait Queen Emma is standing before some books and an open jewelry box. She shows an elegant sense of style. The silhouette shows a sophisticated variation of the hoops as the fullness has moved to the back and the front flattened. The large pleats suggest a lot of fabric, but the front falls almost straight down. The overskirt and bodice are made from a satin-weave fabric, and the petticoat has a matt woven surface. The overskirt is longer in the back, leading us to expect the petticoat also to be longer and to turn into a train. Although the hoops cause the skirt to fall away from her body in back, the skirt does not drag on the floor as a train would and just clears the floor all the way around. This optical illusion of a train makes this dress look more formal than it actually was. The covered shoulders and décolletage say the dress was not a formal or evening gown. In fact, this looks like a winter dress, and the sleeves (which she has pushed up above her wrist) are wrinkled, suggesting they may be padded. Queen Emma seems to have worn veils like this at other times as well, especially after the death of her husband, as did Victoria, so this is also not her wedding dress. Popular history has led us to believe that crinoline hoops were half-spherical and always very wide, but photographs of the time show a variety of shapes for skirts, with many women wearing skirts that had flatter fronts and more fabric in the back. In fact, also in the 1860s, according to Lewandowski, a version of the bustle — called a crinolette or crinolette petticoat — developed:<blockquote>Crinolette petticoat: Bustle (1865–1890 C.E.). Worn in 1870 and revived in 1883, petticoat cut flat in front and with half circle steel hoops in back and flounces on bottom back.<ref name=":7" />{{rp|78}}</blockquote> This development of a bustle mid century is the result of construction techniques that include foundation structures and specifically shaped pattern pieces to achieve the evolving silhouette, in this case part of the general movement of the fullness of skirts away from the front and toward the back. The other essential element of these construction techniques is angled seams in the skirts, made by gores, pieces of fabric shaped to fit the waist (and sometimes the hips) and to widen at the bottom so that the skirt flares outward. ==== The 19th-century Revival of the Polonaise ==== The Polonaise style was revived in the last third of the 19th century, but the revival did not bring back the 18th-century 3 poufs. The robe à la Polonaise had evolved. The foundation that created the poufs is gone, replaced possibly in fact by the crinolette petticoat or something like it. The panniers — and the 2 side poufs they supported — have gone, and the bulk of the fabric has been bunched in the back. Also, the poufs on the sides have been replaced with a flat drape in front that functions as an overskirt. The Polonaise dress (below left and right), in the collection of the Los Angeles County Museum of Art, is English, dating from about 1875.<ref name=":18">"Woman's Dress Ensemble." Costumes and Textiles. LACMA: Los Angeles County Museum of Art. https://collections.lacma.org/node/214459.</ref> The sheer fabric has red "wool supplementary patterning" woven into the weft.<ref name=":18" /> Because the mannequin is modern, we cannot be certain how long the skirts would have been on the woman who wore this dress.[[File:Woman's Polonaise Dress LACMA M.2007.211.777a-f (1 of 4).jpg|thumb|English Polonaise, c. 1875, front view|left]][[File:Woman's Polonaise Dress LACMA M.2007.211.777a-f (4 of 4).jpg|thumb|English Polonaise, c. 1875, side view]]The dress has an overskirt that is draped up toward the back and pulled under the top poof. The underskirt gets fuller at the bottom because it is constructed with gores to create the A-line but it is also slightly gathered at the waist. The vertical element is emphasized by the angled silhouette and the folds caused by the gathering at the waist. The ruffles and lace form horizontal lines in the skirts. The skirts are very busy visually because of pattern in the fabric and the contrasting vertical and horizontal elements as well as the ruffles, some of which are double, and the machine-made lace at the edge of the ruffles. The skirts look three dimensional because of these elements and the layering of the fabric, multiplying the jagged-edged red "supplementary patterning." The fabric of the overskirt is cut, gathered and draped so that the poufs in back are full and rounded, but they are also possibly supported by some kind of foundation structure. The lower pouf in back introduces the idea that the fullness in the back is layered, making this element of the Polonaise a kind of precursor to the bustle and continuing what the crinolette petticoat began in the 1860s. This layering of the lower pouf also indicates one way a train might be attached. Laura Ingalls Wilder wrote about the hoops her fictionalized self wore the century before, unusually, and calls her dress a Polonaise. Although they are common in current historical fiction, descriptions of foundation garments are rare in the writings of the women who wore them or in the literature of the time. In ''These Happy Golden Years'' (1943), Wilder gives a detailed description of the undergarments as well as the foundation garments under her dress, including a bustle, and talks about how they make the Polonaise look on her:<blockquote> Then carefully over her under-petticoats she put on her hoops. She liked these new hoops. They were the very latest style in the East, and these were the first of the kind that Miss Bell had got. Instead of wires, there were wide tapes across the front, almost to her knees, holding the petticoats so that her dress would lie flat. These tapes held the wire bustle in place at the back, and it was an adjustable bustle. Short lengths of tape were fastened to either end of it; these could be buckled together underneath the bustle to puff it out, either large or small. Or they could be buckled together in front, drawing the bustle down close in back so that a dress rounded smoothly over it. Laura did not like a large bustle, so she buckled the tapes in front. Then carefully over all she buttoned her best petticoat, and over all the starched petticoats she put on the underskirt of her new dress. It was of brown cambric, fitting smoothly around the top over the bustle, and gored to flare smoothly down over the hoops. At the bottom, just missing the floor, was a twelve-inch-wide flounce of the brown poplin, bound with an inch-wide band of plain brown silk. The poplin was not plain poplin, but striped with an openwork silk stripe. Then over this underskirt and her starched white corset-cover, Laura put on the polonaise. Its smooth, long sleeves fitted her arms perfectly to the wrists, where a band of the plain silk ended them. The neck was high with a smooth band of the plain silk around the throat. The polonaise fitted tightly and buttoned all down the front with small round buttons covered with the plain brown silk. Below the smooth hips it flared and rippled down and covered the top of the flounce on the underskirt. A band of the plain silk finished the polonaise at the bottom.<ref>Wilder, Laura Ingalls. ''These Happy Golden Years.'' Harper & Row, Publishers, 1943. Pp. 161–163.</ref></blockquote> When a 20th-century Laura Ingalls Wilder calls her character's late-19th-century dress a polonaise, she is probably referring to the "tight, unboned bodice"<ref name=":13" /> and perhaps a simple, modest look like the stereotype of a dairy maid. While the bodice was unboned, the fact that she is wearing a corset cover means that she is corseted under it. ==== Bustle or Tournure ==== As we have seen, bustles were popular from around 1865 to 1890.<ref name=":7" />{{rp|296}} The French term ''tournure'' was a euphemism in English for ''bustle''. The article on the tournure in the French ''Wikipédia'' addresses the purpose of the bustle and crinoline:<blockquote> Crinoline et tournure ont exactement la même fonction déjà recherchée à d'autres époques avec le vertugadin et ses dérivés: soutenir l'ampleur de la jupe, et par là souligner par contraste la finesse de la taille; toute la mode du xixe siècle visant à accentuer les courbes féminines naturelles par le double emploi du corset affinant la taille et d'éléments accentuant la largeur des hanches (crinoline, tournure, drapés bouffants…).<ref>{{Cite journal|date=2023-10-27|title=Tournure|url=https://fr.wikipedia.org/wiki/Tournure|journal=Wikipédia|language=fr}}</ref> [Translation by ''Google Translate'': Crinoline and bustle have exactly the same function already sought in other periods with the farthingale and its derivatives: to support the fullness of the skirt, and thereby emphasize by contrast the finesse of the waist; all the fashion of the 19th century aimed at accentuating natural feminine curves by the dual use of the corset refining the waist and elements accentuating the width of the hips (crinoline, bustle, puffy drapes, etc.).]</blockquote>Hoops' final phase was the development of the bustle, which as early as the 1860s was created by one of several methods: by draping the dress over a crinolette petticoat or some other structure, or by pulling the fabric to the back and bunching it with pleats or gathers. The overskirt so popular with the revival of the Polonaise pulled additional fabric to the back of the skirt, the poufs supported by some substructure, bunched fabric, padding and, often, ruffled petticoats. The bustle, then, is more complex than might be normally be thought and more complex than some of the earlier foundation garments in the evolution of hoops, in part because the silhouette of hoops (and dresses) was changing more rapidly in the last half of the 19th century than ever before. [[File:La Gazette rose, 16 Mai 1874; robe à tournure.jpg|thumb|"Toilettes de Printemps," 1874|left]]In fact, fashion trends were moving so fast at this point that the two "bustle periods" were actually only two decades, the 1870s and the 1880s. Bustle fashion was at its height for these two decades, which saw the line of the skirts change radically. As the bustle developed, the 1870s ruffles disappeared, replaced by draping and layering, which made the bustles more complex visually. "Toilettes de Printemps" (left), an 1874 French fashion plate, shows two women walking in the country, the one in green wearing an extremely long and impractical train. Both of these have several rows of ruffles beneath the overskirt — a short-lived fashion. The ruffles, which disappear in the 2nd bustle period, create a fullness in the front of the skirt at the bottom. The bodice of both dresses connects to an overskirt, like a jacket. The excess skirt fabric is draped in the back over a foundation structure. Plumes makes the hats tall, part of the proportioning with the bustle. The dog at the feet of the woman in the green dress recalls the dogs ubiquitous in earlier portraiture. The most common image of the bustle — the extreme form of the 1880s — required a complex foundation structure, one of which was "steel springs placed inside the shirring [gathering] around the back of the petticoat."<ref name=":7" /> (296) Many manufacturers were making bustles by this time, offering women a choice on the kinds of materials used in the foundation structures ['''check this''']. [[File:Somm26.jpg|thumb|Henry Somm, 1880s]]The Henry Somm watercolor (right) offers a clear example of how extreme bustles got in the mid 1880s, in the 2nd bustle period. Henry Somm was the pen name that François Clément Sommier (1844–1907) used on his paintings.<ref>{{Cite journal|date=2025-02-01|title=Henry Somm|url=https://fr.wikipedia.org/w/index.php?title=Henry_Somm&oldid=222597815|journal=Wikipédia|language=fr}}</ref> He was in Paris beginning in the 1860s and so was present for the Civil War of 1870–71 and the rise of Impressionism in that highly political and dangerous context.<ref>Smee, Sebastian. ''Paris in Ruins: Love, War, and the Birth of Impressionism''. W. W. Norton, 2024.</ref> Somm's c. 1895<ref>"File:Somm26.jpg." Henry Somm, "An Elegantly Dressed Woman at a Door (wearing mid-1880s bustled fashions)," c. 1895. June 2025. Wikimedia Commons https://commons.wikimedia.org/wiki/File:Somm26.jpg.</ref> impressionist painting shows an immediate moment — an elegant mid-1880s woman outside a door, her right hand and face animated, as if she is talking to someone standing to our left. Her skirt is quite narrow and flat in front with yards of fabric draped in poufs over the huge foundation bustle behind. This dress has no ruffles or excessive frills. The narrow sleeves and tall hat, along with the umbrella so tightly folded it looks like a stick, contribute to the lean silhouette. Details of the dress are not present because this painting is impressionistic rather than realistic, showcasing the play of light on the fabric and the elegance of the woman. The square corner of the front overskirt is not realistic draping, perhaps an artifact of the painter working from memory rather than a model.[[File:Elizabeth Alice Austen in June 1888.jpg|thumb|Elizabeth Alice Austen, 1888|left]] The 1888 photograph of American photographer Elizabeth Alice Austen (left) is also from the 2nd bustle period. The very stylish Austen is wearing a bustle that is large but not as extreme as they got. The design of her dress is sophisticated and complex with the proportions more clearly presented than we see in paintings or fashion plates. Her plumed hat is tall, one of the vertical elements, along with the slim line of the bodice, sleeves and skirt. The overskirt is pulled to Austen's right so that it does not lie flat in front. The overskirt and bustle are made from 3 different fabrics with 3 different patterns. The front drape and bodice are made of a light-colored fabric with a light striped pattern, and the bustle has 2 fabrics, a shiny reflective material with no pattern and a strongly striped section that matches the underskirt. The strongly and horizontally striped fabric in the underskirt contrasts with the vertical line of the outfit itself. In spite of the very strong contrasts in the stripes and horizontal and vertical elements, Austen's dress has a light touch about it. With the draped overskirt in front and the complex construction of the bustle, Austen's dress makes a delicate reference to the poufs of the [[Social Victorians/Terminology#The 19th-century Revival of the Polonaise|Polonaise revival]]. [[File:Cperrien-fashionplatescan-p-vf 33.jpg|thumb|Fashion plate, mid-1880s]]This mid-1880s fashion plate (right) has caricatures for figures, with the usual minuscule waists and feet, exaggerated height and bustles, and general lack of realism in the details of the dresses. In fact, the drawing obscures what is necessary to understand how they were constructed, but it is useful because of the 3 different ways bustles are working in the illustration. The little girl's overskirt and sash function as a bustle, independent of whatever foundation garments she may be wearing. The two women's outfits have the characteristic narrow sleeves and tall hats, and the one in white is holding another extremely narrow umbrella as well. The bustle on the red-and-white dress is draped loosely over the very large foundation structure that was typical of the 1880s. The striking red jagged edges define the draping of the overskirt in front and the ruffles on the sides. These ruffles are unlike the ruffles of the 1870s, which added volume. They are flattened essentially into layers, preventing them from sticking out and providing texture rather than fullness. The front overskirt is very flat and the back overskirt contributes to the bustle. The front of the bodice on both dresses extends to a point determined by the corset and typical of Victorian shaping. The waist treatment on the green dress visually lengthens the point to an extreme. The front of the green skirt is draped and layered. Tiny pleats peep out from below the skirt on both women's dresses. The child's dress has 3 flat pleated ruffles in front that contrast with the fuller but still controlled folds in the back. These dresses have strongly vertical lines with contrasting horizontal lines in the bustles and trim. Conclusion '''Trains, skirt length, movement, materials, one evolutionary process, natural fabrics, accelerating change in fashion, designers and seamstresses, medium of our illustrations''' == Jewelry and Stones == === Cabochon === This term describes both the treatment and shape of a precious or semiprecious stone. A cabochon treatment does not facet the stone but merely polishes it, removing "the rough parts" and the parts that are not the right stone.<ref>"cabochon, n." ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/25778. Accessed 7 February 2023.</ref> A cabochon shape is often flat on one side and oval or round, forming a mound in the setting. === Cairngorm === === Half-hoop === Usually of a ring or bracelet, a precious-metal band with a setting of stones on one side, covering perhaps about 1/3 or 1/2 of the band. Half-hoop jewelry pieces were occasionally given as wedding gifts to the bride. === Jet === === ''Orfèvrerie'' === Sometimes misspelled in the newspapers as ''orvfèvrerie''. ''Orfèvrerie'' is the artistic work of a goldsmith, silversmith, or jeweler. === Solitaire === A solitaire is a ring with a single stone set as the focal point. Solitaire rings were occasionally given as wedding gifts to the bride. === Turquoise === == Mantle, Cloak, Cape == In 19th-century newspaper accounts, these terms are sometimes used without precision as synonyms. These are all outer garments. === '''Mantle''' === A mantle — often a long outer garment — might have elements like a train, sleeves, collars, revers, fur, and a cape. A late-19th-century writer making a distinction between a mantle and a cloak might use ''mantle'' if the garment is more voluminous. === '''Cloak''' === === '''Cape''' === == Military == Several men from the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball at Devonshire House]] were dressed in military uniforms, some historical and some, possibly, not. === Baldric === According to the ''Oxford English Dictionary'', the primary sense of ''baldric'' is "A belt or girdle, usually of leather and richly ornamented, worn pendent from one shoulder across the breast and under the opposite arm, and used to support the wearer's sword, bugle, etc."<ref>"baldric, n." ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/14849. Accessed 17 May 2023.</ref> This sense has been in existence since c. 1300. === Cuirass === According to the ''Oxford English Dictionary'', the primary sense of ''cuirass'' is "A piece of armour for the body (originally of leather); ''spec.'' a piece reaching down to the waist, and consisting of a breast-plate and a back-plate, buckled or otherwise fastened together ...."<ref>"cuirass, n." ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/45604. Accessed 17 May 2023.</ref> [[File:Knötel IV, 04.jpg|thumb|alt=An Old drawing in color of British soldiers on horses brandishing swords in 1815.|1890 illustration of the Household Cavalry (Life Guard, left; Horse Guard, right) at the Battle of Waterloo, 1815]] === Household Cavalry === The Royal Household contains the Household Cavalry, a corps of British Army units assigned to the monarch. It is made up of 2 regiments, the Life Guards and what is now called The Blues and Royals, which were formed around the time of "the Restoration of the Monarchy in 1660."<ref name=":3">Joll, Christopher. "Tales of the Household Cavalry, No. 1. Roles." The Household Cavalry Museum, https://householdcavalry.co.uk/app/uploads/sites/2/2021/06/Household-Cavalry-Museum-video-series-large-print-text-Tales-episode-01.pdf.</ref>{{rp|1}} Regimental Historian Christopher Joll says, "the original Life Guards were formed as a mounted bodyguard for the exiled King Charles II, The Blues were raised as Cromwellian cavalry and The Royals were established to defend Tangier."<ref name=":3" />{{rp|1–2}} The 1st and 2nd Life Guards were formed from "the Troops of Horse and Horse Grenadier Guards ... in 1788."<ref name=":3" />{{rp|3}} The Life Guards were and are still official bodyguards of the queen or king, but through history they have been required to do quite a bit more than serve as bodyguards for the monarch. The Household Cavalry fought in the Battle of Waterloo on Sunday, 18 June 1815 as heavy cavalry.<ref name=":3" />{{rp|3}} Besides arresting the Cato Steet conspirators in 1820 "and guarding their subsequent execution," the Household Cavalry contributed to the "the expedition to rescue General Gordon, who was trapped in Khartoum by The Mahdi and his army of insurgents" in 1884.<ref name=":3" />{{rp|3}} In 1887 they "were involved ... in the suppression of rioters in Trafalgar Square on Bloody Sunday."<ref name=":3" />{{rp|3}} ==== Grenadier Guards ==== Three men — [[Social Victorians/People/Gordon-Lennox#Lord Algernon Gordon Lennox|Lord Algernon Gordon-Lennox]], [[Social Victorians/People/Stanley#Edward George Villiers Stanley, Lord Stanley|Lord Stanley]], and [[Social Victorians/People/Stanley#Hon. Ferdinand Charles Stanley|Hon. F. C. Stanley]] — attended the ball as officers of the Grenadier Guards, wearing "scarlet tunics, ... full blue breeches, scarlet hose and shoes, lappet wigs" as well as items associated with weapons and armor.<ref name=":14">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 2a}} Founded in England in 1656 as Foot Guards, this infantry regiment "was granted the 'Grenadier' designation by a Royal Proclamation" at the end of the Napoleonic Wars.<ref>{{Cite journal|date=2023-04-22|title=Grenadier Guards|url=https://en.wikipedia.org/w/index.php?title=Grenadier_Guards&oldid=1151238350|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Grenadier_Guards.</ref> They were not called Grenadier Guards, then, before about 1815. In 1660, the Stuart Restoration, they were called Lord Wentworth's Regiment, because they were under the command of Thomas Wentworth, 5th Baron Wentworth.<ref>{{Cite journal|date=2022-07-24|title=Lord Wentworth's Regiment|url=https://en.wikipedia.org/w/index.php?title=Lord_Wentworth%27s_Regiment&oldid=1100069077|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Lord_Wentworth%27s_Regiment.</ref> At the time of Lord Wentworth's Regiment, the style of the French cavalier had begun to influence wealthy British royalists. In the British military, a Cavalier was a wealthy follower of Charles I and Charles II — a commander, perhaps, or a field officer, but probably not a soldier.<ref>{{Cite journal|date=2023-04-22|title=Cavalier|url=https://en.wikipedia.org/w/index.php?title=Cavalier&oldid=1151166569|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Cavalier.</ref> The Guards were busy as infantry in the 17th century, engaging in a number of armed conflicts for Great Britain, but they also served the sovereign. According to the Guards Museum,<blockquote>In 1678 the Guards were ordered to form Grenadier Companies, these men were the strongest and tallest of the regiment, they carried axes, hatches and grenades, they were the shock troops of their day. Instead of wearing tri-corn hats they wore a mitre shaped cap.<ref>{{Cite web|url=https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-2/|title=Service to the Crown|website=The Guards Museum|language=en-GB|access-date=2023-05-15}} https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-2/.</ref></blockquote>The name comes from ''grenades'', then, and we are accustomed to seeing them in front of Buckingham Palace, with their tall mitre hats. The Guard fought in the American Revolution, and in the 19th century, the Grenadier Guards fought in the Crimean War, Sudan and the Boer War. They have roles as front-line troops and as ceremonial for the sovereign, which makes them elite:<blockquote>Queen Victoria decreed that she did not want to see a single chevron soldier within her Guards. Other then [sic] the two senior Warrant Officers of the British Army, the senior Warrant Officers of the Foot Guards wear a large Sovereigns personal coat of arms badge on their upper arm. No other regiments of the British Army are allowed to do so; all the others wear a small coat of arms of their lower arms. Up until 1871 all officers in the Foot Guards had the privilege of having double rankings. An Ensign was ranked as an Ensign and Lieutenant, a Lieutenant as Lieutenant and Captain and a Captain as Captain and Lieutenant Colonel. This was because at the time officers purchased their own ranks and it cost more to purchase a commission in the Foot Guards than any other regiments in the British Army. For example if it cost an officer in the Foot Guards £1,000 for his first rank, in the rest of the Army it would be £500 so if he transferred to another regiment he would loose [sic] £500, hence the higher rank, if he was an Ensign in the Guards and he transferred to a Line Regiment he went in at the higher rank of Lieutenant.<ref>{{Cite web|url=https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-1/|title=Formation and role of the Regiments|website=The Guards Museum|language=en-GB|access-date=2023-05-15}} https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-1/.</ref></blockquote> ==== Life Guards ==== [[Social Victorians/People/Shrewsbury#Reginald Talbot's Costume|General the Hon. Reginald Talbot]], a member of the 1st Life Guards, attended the Duchess of Devonshire's ball dressed in the uniform of his regiment during the Battle of Waterloo.<ref name=":14" />{{rp|p. 36, Col. 3b}} At the Battle of Waterloo the 1st Life Guards were part of the 1st Brigade — the Household Brigade — and were commanded by Major-General Lord Edward Somerset.<ref name=":4">{{Cite journal|date=2023-09-30|title=Battle of Waterloo|url=https://en.wikipedia.org/w/index.php?title=Battle_of_Waterloo&oldid=1177893566|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Battle_of_Waterloo.</ref> The 1st Life Guards were on "the extreme right" of a French countercharge and "kept their cohesion and consequently suffered significantly fewer casualties."<ref name=":4" /> == Peplum == According to the French ''Wiktionnaire'', a peplum is a "Short skirt or flared flounce layered at the waist of a jacket, blouse or dress" [translation by Google Translate].<ref>{{Cite journal|date=2021-07-02|title=péplum|url=https://fr.wiktionary.org/w/index.php?title=p%C3%A9plum&oldid=29547727|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/p%C3%A9plum.</ref> The ''Oxford English Dictionary'' has a fuller definition, although, it focuses on women's clothing because the sense is written for the present day:<blockquote>''Fashion''. ... a kind of overskirt resembling the ancient peplos (''obsolete''). Hence (now usually) in modern use: a short flared, gathered, or pleated strip of fabric attached at the waist of a woman's jacket, dress, or blouse to create a hanging frill or flounce.<ref name=":5">“peplum, n.”. ''Oxford English Dictionary'', Oxford University Press, September 2023, <https://doi.org/10.1093/OED/1832614702>.</ref></blockquote>Men haven't worn peplums since the 18th century, except when wearing costumes based on historical portraits. The ''Daily News'' reported in 1896 that peplums had been revived as a fashion item for women.<ref name=":5" /> == Revers == According to the ''Oxford English Dictionary'', ''revers'' are the "edge[s] of a garment turned back to reveal the undersurface (often at the lapel or cuff) (chiefly in ''plural''); the material covering such an edge."<ref>"revers, n." ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/164777. Accessed 17 April 2023.</ref> The term is French and was used this way in the 19th century (according to the ''Wiktionnaire'').<ref>{{Cite journal|date=2023-03-07|title=revers|url=https://fr.wiktionary.org/w/index.php?title=revers&oldid=31706560|journal=Wiktionnaire|language=fr}} https://fr.wiktionary.org/wiki/revers.</ref> == Traditional vs Progressive Style == === Progressive Style === The terms ''artistic dress'' and ''aesthetic dress'' — as well as ''rational dress'' or ''dress reform'' — are not synonymous and were in use at different times to refer to different groups of people in different contexts, but we recognize them as referring to a similar kind of personal style in clothing, a style we call progressive dress or the progressive style. Used in a very precise way, ''artistic dress'' is associated with the Pre-Raphaelite artists and the women in their circle beginning in the 1860s. Similarly, ''aesthetic dress'' is associated with the 1880s and 1890s and dress reform movements, as is ''rational dress'', a movement located largely among women in the middle classes from the middle to the end of the century. In general, what we are calling the progressive style is characterized by its resistance to the highly structured fashion of its day, especially corseting, aniline dyes and an extremely close fit. * [[Social Victorians/People/Dressmakers and Costumiers#Alice Comyns Carr and Ada Nettleship|Ada Nettleship]]: Constance Wilde and Ellen Terry; an 1883 exhibition of dress by the Rational Dress Society featured her work, including trousers for women (with a short overskirt)<ref>{{Cite journal|date=2025-04-21|title=Ada Nettleship|url=https://en.wikipedia.org/w/index.php?title=Ada_Nettleship&oldid=1286707541|journal=Wikipedia|language=en}}</ref> * [[Social Victorians/People/Dressmakers and Costumiers#Alice Comyns Carr and Ada Nettleship|Alice Comyns Carr]]<ref>{{Cite journal|date=2025-06-06|title=Alice Comyns Carr|url=https://en.wikipedia.org/w/index.php?title=Alice_Comyns_Carr&oldid=1294283929|journal=Wikipedia|language=en}}</ref> * Grosvenor Gallery === Traditional Style === Images * Smooth bodice, fabric draped to the back, bustle, laters: Victoria Hesse NPG 95941 crop.jpg By the end of the century designs from the [[Social Victorians/People/Dressmakers and Costumiers#The House of Worth|House of Worth]] (or Maison Worth) define what we think of as the traditional Victorian look, which was very stylish and expensive. Blanche Payne describes an example of the 1895 "high style" in a gown by Worth with "the idiosyncrasies of the [1890s] full blown":<blockquote>The dress is white silk with wine-red stripes. Sleeves, collars, bows, bag, hat, and hem border match the stripes. The sleeve has reached its maximum volume; the bosom full and emphasized with added lace; the waistline is elongated, pointed, and laced to the point of distress; the skirt is smooth over the hips, gradually swinging out to sweep the floor. This is the much vaunted hourglass figure.<ref name=":11" />{{rp|530}}</blockquote> The Victorian-looking gowns at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] are stylish in a way that recalls the designs of the House of Worth. The elements that make their look so Victorian are anachronisms on the costumes representing fashion of earlier eras. The women wearing these gowns preferred the standards of beauty from their own day to a more-or-less historically accurate look. The style competing at the very end of the century with the Worth look was not the historical, however, but a progressive style called at the time ''artistic'' or ''aesthetic''. William Powell Frith's 1883 painting ''A Private View at the Royal Academy, 1881'' (discussion below) pits this kind of traditional style against the progressive or artistic style. === The Styles === [[File:Frith A Private View.jpg|thumb|William Powell Frith, ''A Private View at the Royal Academy, 1881'']] We typically think of the late-Victorian silhouette as universal but, in the periods in which corsets dominated women's dress, not all women wore corsets and not all corsets were the same, as William Powell Frith's 1883 ''A Private View at the Royal Academy, 1881'' (right) illustrates. Frith is clear in his memoir that this painting — "recording for posterity the aesthetic craze as regards dress" — deliberately contrasts what he calls the "folly" of the Artistic Dress movement and the look of the traditional corseted waist.<ref>Frith, William Powell. ''My Autobiography and Reminiscences''. 1887.</ref> Frith considered the Artistic Movement and Artistic Dress "ephemeral," but its rejection of corsetry looks far more consequential to us in hindsight than it did in the 19th century. As Frith sees it, his painting critiques the "craze" associated with the women in this set of identifiable portraits who are not corseted, but his commitment to realism shows us a spectrum, a range, of conservatism and if not political then at least stylistic progressivism among the women. The progressives, oddly, are the women wearing artistic (that is, somewhat historical) dress, because they’re not corseted. It is a misreading to see the presentation of the women’s fashion as a simple opposition. Constance, Countess of Lonsdale — situated at the center of this painting with Frederick Leighton, president of the Royal Academy of Art — is the most conservatively dressed of the women depicted, with her narrow sleeves, tight waist and almost perfectly smooth bodice, which tells us that her corset has eyelets so that it can be laced precisely and tightly, and it has stays (or "bones") to prevent wrinkles or natural folds in the overclothing. Lillie Langtry, in the white dress, with her stylish narrow sleeves, does not have such a tightly bound waist or smooth bodice, suggesting she may not be corseted at all, as we know she sometimes was not.['''citation'''] Jenny Trip, a painter’s model, is the woman in the green dress in the aesthetic group being inspected by Anthony Trollope, who may be taking notes. She looks like she is not wearing a corset. Both Langtry and Trip are toward the middle of this spectrum: neither is dressed in the more extreme artistic dress of, say, the two figures between Trip and Trollope. A lot has been written about the late-Victorian attraction to historical dress, especially in the context of fancy-dress balls and the Gothic revival in social events as well as art and music. Part of the appeal has to have been the way those costumes could just be beautiful clothing beautifully made. Historical dress provided an opportunity for some elite women to wear less-structured but still beautiful and influential clothing. ['''Calvert'''<ref>Calvert, Robyne Erica. ''Fashioning the Artist: Artistic Dress in Victorian Britain 1848-1900''. Ph.D. thesis, University of Glasgow, 2012. <nowiki>https://theses.gla.ac.uk/3279/</nowiki></ref>] The standards for beauty, then, with historical dress were Victorian, with the added benefit of possibly less structure. So, at the Duchess of Devonshire's ball, "while some attendees tried to hew closely to historical precedent, many rendered their historical or mythological personage in the sartorial vocabulary they knew best. The [photographs of people in their costumes at the ball offer] a glimpse into how Victorians understood history, not a glimpse into the costume of an authentic historical past."<ref>Mitchell, Rebecca N. "The Victorian Fancy Dress Ball, 1870–1900." ''Fashion Theory'' 2017 (21: 3): 291–315. DOI: 10.1080/1362704X.2016.1172817.</ref> (294) * historical dress: beautiful clothing. * the range at the ball, from Minnie Paget to Gwladys * "In light of such efforts, the ball remains to this day one of the best documented outings of the period, and a quick glance at the album shows that ..." Women had more choices about their waists than the simple opposition between no corset and tightlacing can accommodate. The range of choices is illustrated in Frith's painting, with a woman locating herself on it at a particular moment for particular reasons. Much analysis of 19th-century corsetry focuses on its sexualizing effects — corsets dominated Victorian photographic pornography ['''citations'''] and at the same time, the absence of a corset was sexual because it suggested nudity.['''citations'''] A great deal of analysis of 19th-century corsetry, on the other hand, assumes that women wore corsets for the male gaze ['''citations'''] or that they tightened their waists to compete with other women.['''citations'''] But as we can see in Frith's painting, the sexualizing effect was not universal or sweeping, and these analyses do not account for the choices women had in which corset to wear or how tightly to lace it. Especially given the way that some photographic portraits were mechanically altered to make the waist appear smaller, the size of a woman's waist had to do with how she was presenting herself to the world. That is, the fact that women made choices about the size of or emphasis on their waists suggests that they had agency that needs to be taken into account. As they navigated the complex social world, women's fashion choices had meaning. Society or political hostesses had agency not only in their clothing but generally in that complex social world. They had roles managing social events of the upper classes, especially of the upper aristocracy and oligarchy, like the Duchess of Devonshire's ball. Their class and rank, then, were essential to their agency, including to some degree their freedom to choose what kind of corset to wear and how to wear it. Also, by the end of the century lots of different kinds of corsets were available for lots of different purposes. Special corsets existed for pregnancy, sports (like tennis, bicycling, horseback riding, golf, fencing, archery, stalking and hunting), theatre and dance and, of course, for these women corsets could be made to support the special dress worn over it. Women's choices in how they presented themselves to the world included more than just their foundation garments, of course. "Every cap, bow, streamer, ruffle, fringe, bustle, glove," that is, the trim and decorations on their garments, their jewelry and accessories — which Davidoff calls "elaborations"<ref name=":1" />{{rp|93}} — pointed to a host of status categories, like class, rank, wealth, age, marital status, engagement with the empire, how sexual they wanted to seem, political alignment and purpose at the social event. For example, when women were being presented to the monarch, they were expected to wear three ostrich plumes, often called the [[Social Victorians/Terminology#Prince of Wales's Feathers or White Plumes|Prince of Wales's feathers]]. Like all fashions, the corset, which was quite long-lasting in all its various forms, eventually went out of style. Of the many factors that might have influenced its demise, perhaps most important was the women's movement, in which women's rights, freedom, employment and access to their own money and children were less slogan-worthy but at least as essential as votes for women. The activities of the animal-rights movements drew attention not only to the profligate use of the bodies and feathers of birds but also to the looming extinction of the baleen whale, which made whale bone scarce and expensive. Perhaps the century's debates over corseting and especially tightlacing were relevant to some decisions not to be corseted. And, of course, perhaps no other reason is required than that the nature of fashion is to change. == Undergarments == Unlike undergarments, Victorian women's foundation garments created the distinctive silhouette. Victorian undergarments included the chemise, the bloomers, the corset cover — articles that are not structural. The corset was an important element of the understructure of foundation garments — hoops, bustles, petticoats and so on — but it has never been the only important element. === Undergarments === * Chemise * Corset cover * Bloomers * [[Social Victorians/Terminology#Petticoat|Petticoats]] (distinguish between the outer- and undergarment type of petticoat) * Combinations * [[Social Victorians/Terminology#Hose, Stockings and Tights|Hose, stockings and tights]] * Men's shirts * Men's unders ==== Bloomers ==== ==== Chemise ==== A chemise is a garment "linen, homespun, or cotton knee-length garment with [a] square neck" worn under all the other garments except the bloomers or combinations.<ref name=":7" /> (61) According to Lewandowski, combinations replaced the chemise by 1890. ==== Combinations ==== === [[Social Victorians/Terminology/Foundation Garments|Foundation Garments]] === Foundation structures changed the shape of the body by metal, cane, boning. Men wore corsets as well. * [[Social Victorians/Terminology#Corset|Corset]] * [[Social Victorians/Terminology#Hoops|Hoops]] * Padding ==== Padding ==== Some kinds of padding were used in the Victorian age to enlarge women's bosoms and create cleavage as well as to keep elements of a garment puffy. In the Elizabethan era, men's codpieces are examples of padding. With respect to the costumes worn at fancy-dress balls, most important would be bum rolls and cod pieces. What are commonly called '''bum rolls''' were sometimes called roll farthingales, French farthingales or padded rolls. == Footnotes == {{reflist}} 5858rfje9vm4vh6h7gfnk9htzqefnn2 0 295714 2720714 2720517 2025-07-04T11:51:37Z Jtneill 10242 Revise 2720714 wikitext text/x-wiki <noinclude>{{Title|Using generative AI guidelines}} __TOC__ <noinclude>==In a nutshell==</noinclude><includeonly>'''Nutshell'''</includeonly> Acknowledge use of generative artificial intelligence (genAI) in the [[Wikiversity:FAQ/Editing/Edit summary| edit summary]], including the tool used and a link to the conversation or prompt details. Fact-check genAI content and only cite peer-reviewed sources which you have consulted. Human-rewrite genAI content to enhance quality. <noinclude>==Summary==</noinclude><includeonly>'''Summary'''</includeonly> [[File:Deeply engrossed in puzzle.png|thumb|217x217px|''Figure 1.'' <!-- An image of an elderly woman deeply engrossed in her daily crossword puzzle. -->This image was generated by [[Motivation and emotion|Motivation and Emotion]] student [[User:JorjaFive|JorjaFive]] using [[w:Midjourney|Midjourney]] and uploaded to [[commons:|Wikimedia Commons]] for use in the [[Motivation and emotion/Book/2023/Flourishing in the elderly|flourishing in the elderly]] chapter.]] GenAI tools can aid, but should not replace, independent thinking. If using genAI tools for the [[Motivation and emotion/Assessment/Major project|major project]], acknowledge their use in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]]. Follow the principle that "''more acknowledgment is better than less''". Academia is based on transparency. However, acknowledgement is not required for low-level tasks such as improving spelling and grammar. You are responsible for content you submit. Be aware of limitations of genAI tools such as biases and inaccuracies. GenAI tools work best for topics you already understand, with carefully crafted prompting based on reading peer-reviewed literature. Refine prompts for better results. Fact-check generated content and provide appropriate, peer-reviewed citations which you consulted. GenAI content should also be human-revised to improve it. For example, genAI content is often verbose. Despite the risks, genAI tools can aid in brainstorming, explaining key concepts, synthesising ideas, developing examples, and improving the quality of written expression. If you are unsure about appropriate use, ask and discuss, so we can all learn together. <noinclude>==Detailed guidelines==</noinclude><includeonly>'''Detailed guidelines'''</includeonly> ===Use ethically, with caution=== Learning to use genAI tools (e.g., [[w:ChatGPT|ChatGPT]], [[w:Claude (language model)|Claude]], [[w:Gemini (chatbot)|Gemini]]. and [https://copilot.microsoft.com/ Microsoft Copilot]) responsibly and ethically is an emerging skill. GenAI tools can be used to enhance academic work, but should be used judiciously and as a supplementary tool, rather than as a replacement for independent thinking and academic inquiry. ===How to acknowledge=== [[File:Wikipedia Edit Summary dialog in VisualEditor.png|thumb|400px|''Figure 2''. If contributing genAI content, include the tool and prompt details in the edit summary, ideally with a link to the conversation]] [[File:Edit summary for genAI content.png|thumb|400px|''Figure 3''. Example page history which demonstrates best practice edit summaries for contributing and revising genAI content]] GenAI tools may be used to assist in preparation of the major project ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]). Use of such tools must be clearly acknowledged in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]] (e.g., see Figure 2), otherwise it is a violation of academic integrity. Best practice is to include a publicly accessible link to the chatbot conversation (e.g., [https://help.openai.com/en/articles/7925741-chatgpt-shared-links-faq ChatGPT shared links FAQ]). If a link can't be shared, then provide sufficient details about the tool and prompt in [[Wikiversity:FAQ/Editing/Edit summary|edit summary]], (e.g., "ChatGPT May 24 Version. Prompt detail or summary") (see Figure 3). The chatbot conversation should ''not'' be included as a citation and reference because it is not a reliable, primary, peer-reviewed source. These practices help to ensure that the use of genAI is clear and transparent and that genAI material has been human-checked and verified. Transparency is key to good practice in academia and professionalism. If in doubt, err on the side of providing too much acknowledgement rather than not enough. However, there is no need to acknowledge genAI use for low-level tasks such as fixing grammar and spelling. ===Limitations=== Be aware of the limitations of genAI tools. Content they generate may be inaccurate, biased, incomplete, or otherwise problematic. Low user-knowledge and minimal effort prompting tends to yield low quality results. Refine prompts to get better outcomes. You are entirely responsible for the accuracy and quality of any content you submit. ===Fact-check and cite=== Always fact check. Regardless of whether genAI has been used, all claims need to be supported by verified peer-reviewed citations which you have directly consulted. Whilst genAI acknowledgement is necessary, it is not in and of itself a sufficient basis for supporting claims. Authors must do independent reading of peer-reviewed citations to support any claims being made. Low-energy or unreflective reuse of text generated by genAI without human investigation of primary, peer-reviewed academic literature will lead to poor quality results. GenAI tools work best for topics which you already understand. Guide and craft genAI responses based on your reading of peer-reviewed theory and research. ===Going forth=== Despite these warnings, you are encouraged to explore use of genAI tools to help develop higher quality work. Recommended uses of genAI tools include: * brainstorming * explaining key concepts * developing a structure * synthesising complex ideas * [[Motivation and emotion/Assessment/Chapter/Readability|analysing readability]] * improving the quality of written expression * checking spelling and grammar * image generation (e.g., see Figure 1) * scenario generation * critical feedback and suggestions for improvement If you are unsure about how to use genAI effectively or how to acknowledge its use appropriately, ask questions and discuss, so we can all learn together. ==Learn about genAI== [https://techcrunch.com/2024/06/01/what-is-ai-how-does-ai-work/ WTF is AI?] provides a useful introduction and non-technical overview about how genAI works, what it is capable of, limitations, and issues. To learn more, explore [https://canberra.libguides.com/genai GenAI for students] (University of Canberra Library). <noinclude>==See also==</noinclude><includeonly>'''See also'''</includeonly> * [[b:Wikibooks:Artificial Intelligence|Wikibooks:Artificial Intelligence]] (draft proposal) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (draft proposal) * [[Wikiversity:Artificial intelligence|Wikiversity:Artificial intelligence]] (draft proposal) <!-- <noinclude>==External links==</noinclude><includeonly>'''External links'''</includeonly> * [https://apastyle.apa.org/blog/how-to-cite-chatgpt APA style ChatGPT citation] (APA Style Blog) --> <noinclude> [[Category:Motivation and emotion/Assessment]] [[Category:Generative artificial intelligence]] </noinclude> nekwsb13hgjc24xf2qse3lzseniwbe9 2720715 2720714 2025-07-04T11:53:27Z Jtneill 10242 2720715 wikitext text/x-wiki <noinclude>{{Title|Using generative AI guidelines}} __TOC__ <noinclude>==In a nutshell==</noinclude><includeonly>'''Nutshell'''</includeonly> Acknowledge use of generative artificial intelligence (genAI) in the [[Wikiversity:FAQ/Editing/Edit summary| edit summary]], including the tool used and a link to the conversation or prompt details. Fact-check genAI content and only cite peer-reviewed sources which you have consulted. Human-rewrite genAI content to enhance quality. <noinclude>==Summary==</noinclude><includeonly>'''Summary'''</includeonly> [[File:Deeply engrossed in puzzle.png|thumb|217x217px|''Figure 1.'' <!-- An image of an elderly woman deeply engrossed in her daily crossword puzzle. -->This image was generated by [[Motivation and emotion|Motivation and Emotion]] student [[User:JorjaFive|JorjaFive]] using [[w:Midjourney|Midjourney]] and uploaded to [[commons:|Wikimedia Commons]] for use in the [[Motivation and emotion/Book/2023/Flourishing in the elderly|flourishing in the elderly]] chapter.]] GenAI tools can aid, but should not replace, independent thinking. If using genAI tools for the [[Motivation and emotion/Assessment/Major project|major project]], acknowledge their use in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]]. Follow the principle that "''more acknowledgment is better than less''". Academia is based on transparency. However, acknowledgement is not required for low-level tasks such as improving spelling and grammar. You are responsible for content you submit. Be aware of limitations of genAI tools such as biases and inaccuracies. GenAI tools work best for topics you already understand, with carefully crafted prompting based on reading peer-reviewed literature. Refine prompts for better results. Fact-check generated content and provide appropriate, peer-reviewed citations which you consulted. GenAI content should also be human-revised to improve it. For example, genAI content is often verbose. Despite the risks, genAI tools can aid in brainstorming, explaining key concepts, synthesising ideas, developing examples, and improving the quality of written expression. If you are unsure about appropriate use, ask and discuss, so we can all learn together. <noinclude>==Detailed guidelines==</noinclude><includeonly>'''Detailed guidelines'''</includeonly> ;Use ethically, with caution Learning to use genAI tools (e.g., [[w:ChatGPT|ChatGPT]], [[w:Claude (language model)|Claude]], [[w:Gemini (chatbot)|Gemini]]. and [https://copilot.microsoft.com/ Microsoft Copilot]) responsibly and ethically is an emerging skill. GenAI tools can be used to enhance academic work, but should be used judiciously and as a supplementary tool, rather than as a replacement for independent thinking and academic inquiry. ;How to acknowledge [[File:Wikipedia Edit Summary dialog in VisualEditor.png|thumb|400px|''Figure 2''. If contributing genAI content, include the tool and prompt details in the edit summary, ideally with a link to the conversation]] [[File:Edit summary for genAI content.png|thumb|400px|''Figure 3''. Example page history which demonstrates best practice edit summaries for contributing and revising genAI content]] GenAI tools may be used to assist in preparation of the major project ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]). Use of such tools must be clearly acknowledged in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]] (e.g., see Figure 2), otherwise it is a violation of academic integrity. Best practice is to include a publicly accessible link to the chatbot conversation (e.g., [https://help.openai.com/en/articles/7925741-chatgpt-shared-links-faq ChatGPT shared links FAQ]). If a link can't be shared, then provide sufficient details about the tool and prompt in [[Wikiversity:FAQ/Editing/Edit summary|edit summary]], (e.g., "ChatGPT May 24 Version. Prompt detail or summary") (see Figure 3). The chatbot conversation should ''not'' be included as a citation and reference because it is not a reliable, primary, peer-reviewed source. These practices help to ensure that the use of genAI is clear and transparent and that genAI material has been human-checked and verified. Transparency is key to good practice in academia and professionalism. If in doubt, err on the side of providing too much acknowledgement rather than not enough. However, there is no need to acknowledge genAI use for low-level tasks such as fixing grammar and spelling. ;Limitations Be aware of the limitations of genAI tools. Content they generate may be inaccurate, biased, incomplete, or otherwise problematic. Low user-knowledge and minimal effort prompting tends to yield low quality results. Refine prompts to get better outcomes. You are entirely responsible for the accuracy and quality of any content you submit. ;Fact-check and cite Always fact check. Regardless of whether genAI has been used, all claims need to be supported by verified peer-reviewed citations which you have directly consulted. Whilst genAI acknowledgement is necessary, it is not in and of itself a sufficient basis for supporting claims. Authors must do independent reading of peer-reviewed citations to support any claims being made. Low-energy or unreflective reuse of text generated by genAI without human investigation of primary, peer-reviewed academic literature will lead to poor quality results. GenAI tools work best for topics which you already understand. Guide and craft genAI responses based on your reading of peer-reviewed theory and research. ;Going forth Despite these warnings, you are encouraged to explore use of genAI tools to help develop higher quality work. Recommended uses of genAI tools include: * brainstorming * explaining key concepts * developing a structure * synthesising complex ideas * [[Motivation and emotion/Assessment/Chapter/Readability|analysing readability]] * improving the quality of written expression * checking spelling and grammar * image generation (e.g., see Figure 1) * scenario generation * critical feedback and suggestions for improvement If you are unsure about how to use genAI effectively or how to acknowledge its use appropriately, ask questions and discuss, so we can all learn together. ==Learn about genAI== [https://techcrunch.com/2024/06/01/what-is-ai-how-does-ai-work/ WTF is AI?] provides a useful introduction and non-technical overview about how genAI works, what it is capable of, limitations, and issues. To learn more, explore [https://canberra.libguides.com/genai GenAI for students] (University of Canberra Library). <noinclude>==See also==</noinclude><includeonly>'''See also'''</includeonly> * [[b:Wikibooks:Artificial Intelligence|Wikibooks:Artificial Intelligence]] (draft proposal) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (draft proposal) * [[Wikiversity:Artificial intelligence|Wikiversity:Artificial intelligence]] (draft proposal) <!-- <noinclude>==External links==</noinclude><includeonly>'''External links'''</includeonly> * [https://apastyle.apa.org/blog/how-to-cite-chatgpt APA style ChatGPT citation] (APA Style Blog) --> <noinclude> [[Category:Motivation and emotion/Assessment]] [[Category:Generative artificial intelligence]] </noinclude> b1jrzn62twdngsnk07lw4jf2i9sltcy 2720716 2720715 2025-07-04T11:54:11Z Jtneill 10242 /* Learn about genAI */ 2720716 wikitext text/x-wiki <noinclude>{{Title|Using generative AI guidelines}} __TOC__ <noinclude>==In a nutshell==</noinclude><includeonly>'''Nutshell'''</includeonly> Acknowledge use of generative artificial intelligence (genAI) in the [[Wikiversity:FAQ/Editing/Edit summary| edit summary]], including the tool used and a link to the conversation or prompt details. Fact-check genAI content and only cite peer-reviewed sources which you have consulted. Human-rewrite genAI content to enhance quality. <noinclude>==Summary==</noinclude><includeonly>'''Summary'''</includeonly> [[File:Deeply engrossed in puzzle.png|thumb|217x217px|''Figure 1.'' <!-- An image of an elderly woman deeply engrossed in her daily crossword puzzle. -->This image was generated by [[Motivation and emotion|Motivation and Emotion]] student [[User:JorjaFive|JorjaFive]] using [[w:Midjourney|Midjourney]] and uploaded to [[commons:|Wikimedia Commons]] for use in the [[Motivation and emotion/Book/2023/Flourishing in the elderly|flourishing in the elderly]] chapter.]] GenAI tools can aid, but should not replace, independent thinking. If using genAI tools for the [[Motivation and emotion/Assessment/Major project|major project]], acknowledge their use in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]]. Follow the principle that "''more acknowledgment is better than less''". Academia is based on transparency. However, acknowledgement is not required for low-level tasks such as improving spelling and grammar. You are responsible for content you submit. Be aware of limitations of genAI tools such as biases and inaccuracies. GenAI tools work best for topics you already understand, with carefully crafted prompting based on reading peer-reviewed literature. Refine prompts for better results. Fact-check generated content and provide appropriate, peer-reviewed citations which you consulted. GenAI content should also be human-revised to improve it. For example, genAI content is often verbose. Despite the risks, genAI tools can aid in brainstorming, explaining key concepts, synthesising ideas, developing examples, and improving the quality of written expression. If you are unsure about appropriate use, ask and discuss, so we can all learn together. <noinclude>==Detailed guidelines==</noinclude><includeonly>'''Detailed guidelines'''</includeonly> ;Use ethically, with caution Learning to use genAI tools (e.g., [[w:ChatGPT|ChatGPT]], [[w:Claude (language model)|Claude]], [[w:Gemini (chatbot)|Gemini]]. and [https://copilot.microsoft.com/ Microsoft Copilot]) responsibly and ethically is an emerging skill. GenAI tools can be used to enhance academic work, but should be used judiciously and as a supplementary tool, rather than as a replacement for independent thinking and academic inquiry. ;How to acknowledge [[File:Wikipedia Edit Summary dialog in VisualEditor.png|thumb|400px|''Figure 2''. If contributing genAI content, include the tool and prompt details in the edit summary, ideally with a link to the conversation]] [[File:Edit summary for genAI content.png|thumb|400px|''Figure 3''. Example page history which demonstrates best practice edit summaries for contributing and revising genAI content]] GenAI tools may be used to assist in preparation of the major project ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]). Use of such tools must be clearly acknowledged in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]] (e.g., see Figure 2), otherwise it is a violation of academic integrity. Best practice is to include a publicly accessible link to the chatbot conversation (e.g., [https://help.openai.com/en/articles/7925741-chatgpt-shared-links-faq ChatGPT shared links FAQ]). If a link can't be shared, then provide sufficient details about the tool and prompt in [[Wikiversity:FAQ/Editing/Edit summary|edit summary]], (e.g., "ChatGPT May 24 Version. Prompt detail or summary") (see Figure 3). The chatbot conversation should ''not'' be included as a citation and reference because it is not a reliable, primary, peer-reviewed source. These practices help to ensure that the use of genAI is clear and transparent and that genAI material has been human-checked and verified. Transparency is key to good practice in academia and professionalism. If in doubt, err on the side of providing too much acknowledgement rather than not enough. However, there is no need to acknowledge genAI use for low-level tasks such as fixing grammar and spelling. ;Limitations Be aware of the limitations of genAI tools. Content they generate may be inaccurate, biased, incomplete, or otherwise problematic. Low user-knowledge and minimal effort prompting tends to yield low quality results. Refine prompts to get better outcomes. You are entirely responsible for the accuracy and quality of any content you submit. ;Fact-check and cite Always fact check. Regardless of whether genAI has been used, all claims need to be supported by verified peer-reviewed citations which you have directly consulted. Whilst genAI acknowledgement is necessary, it is not in and of itself a sufficient basis for supporting claims. Authors must do independent reading of peer-reviewed citations to support any claims being made. Low-energy or unreflective reuse of text generated by genAI without human investigation of primary, peer-reviewed academic literature will lead to poor quality results. GenAI tools work best for topics which you already understand. Guide and craft genAI responses based on your reading of peer-reviewed theory and research. ;Going forth Despite these warnings, you are encouraged to explore use of genAI tools to help develop higher quality work. Recommended uses of genAI tools include: * brainstorming * explaining key concepts * developing a structure * synthesising complex ideas * [[Motivation and emotion/Assessment/Chapter/Readability|analysing readability]] * improving the quality of written expression * checking spelling and grammar * image generation (e.g., see Figure 1) * scenario generation * critical feedback and suggestions for improvement If you are unsure about how to use genAI effectively or how to acknowledge its use appropriately, ask questions and discuss, so we can all learn together. ==Learn about genAI== * [https://techcrunch.com/2024/06/01/what-is-ai-how-does-ai-work/ WTF is AI?] provides a useful introduction and non-technical overview about how genAI works, what it is capable of, limitations, and issues. * To learn more, explore [https://canberra.libguides.com/genai GenAI for students] (University of Canberra Library). <noinclude>==See also==</noinclude><includeonly>'''See also'''</includeonly> * [[b:Wikibooks:Artificial Intelligence|Wikibooks:Artificial Intelligence]] (draft proposal) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (draft proposal) * [[Wikiversity:Artificial intelligence|Wikiversity:Artificial intelligence]] (draft proposal) <!-- <noinclude>==External links==</noinclude><includeonly>'''External links'''</includeonly> * [https://apastyle.apa.org/blog/how-to-cite-chatgpt APA style ChatGPT citation] (APA Style Blog) --> <noinclude> [[Category:Motivation and emotion/Assessment]] [[Category:Generative artificial intelligence]] </noinclude> fjb62l6t6r7jaur3kh7msdxjb7g0ssx 2 305827 2720640 2634164 2025-07-03T23:41:32Z Jtneill 10242 + <code> 2720640 wikitext text/x-wiki {{title|MediaWiki}} * [[mw:Help:Cite]] {{code| {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} }} [[Category:User:Jtneill]] 4e26ota8k0xa4gdk5wxd5cuna1xrwdt 2720641 2720640 2025-07-03T23:42:07Z Jtneill 10242 2720641 wikitext text/x-wiki {{title|MediaWiki}} * [[mw:Help:Cite]] <nowiki><code> ... </code></nowiki> {{code| {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} }} [[Category:User:Jtneill]] dsj5foao3fgvhohm6clzknpl4abzpo7 2720694 2720641 2025-07-04T08:22:56Z Jtneill 10242 [[mw:API:Tutorial]] 2720694 wikitext text/x-wiki {{title|MediaWiki}} * [[mw:API:Tutorial]] * [[mw:Help:Cite]] <nowiki><code> ... </code></nowiki> {{code| {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} }} [[Category:User:Jtneill]] 8oi9d0mlwmhn3w2cetsu0qdo51c1c1g 0 306516 2720688 2720207 2025-07-04T05:01:10Z Jtneill 10242 2720688 wikitext text/x-wiki <noinclude>==Alternative assessment==</noinclude> * The [[Motivation and emotion/Assessment/Major project|major project]] ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]) assessment exercises use collaborative, online, public platforms, including [[Main page|Wikiversity]] * Use anonymous accounts if you have privacy concerns * [https://policies.canberra.edu.au/document/view-current.php?id=108&version=1 Students own the copyright to their work] * Contributing to Wikiversity requires [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Sharealike 4.0] licensing of the material, which is irrevocable * Alternative assessment which satisfies the [[Motivation and emotion/About/Learning outcomes|learning outcomes]] and [[Motivation and emotion/About/Graduate attributes|graduate attributes]] may be negotiated with the [[Motivation and emotion/About/Staff|unit convener]] where reasonable grounds are presented * In the absence of email communication to the [[Motivation and emotion/About/Staff|unit convener]] requesting alternative assessment, it is assumed that participation in the standard assessment exercises is willingly undertaken. The onus is upon the student to negotiate alternative assessment. 4nhd8bkc38hafbgbrb4a5392q61xlfg 0 306521 2720632 2639293 2025-07-03T23:27:46Z Jtneill 10242 + Headings 2720632 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ==Copy an example== Another way is to copy the code from an existing chapter ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] 9crn7dqdfxzuahqadg31lgp0gam58sv 2720633 2720632 2025-07-03T23:28:06Z Jtneill 10242 2720633 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ==Copy an example== Another way is to copy the code from an existing chapter ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] rzyruv3zxb4kxwmzj5f98v64k5w3dmb 2720634 2720633 2025-07-03T23:33:31Z Jtneill 10242 /* Copy an example */ 2720634 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ==Adapt an example== Another way is to copy, paste, and adapt the code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] jpprcmlf4shcmvvlhjzxtu4wm5tfvr1 2720635 2720634 2025-07-03T23:33:53Z Jtneill 10242 /* Adapt an example */ 2720635 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} ==Adapt an example== Another way is to copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] kyxlwimv58hukvdup3akyv72ghuimlg 2720636 2720635 2025-07-03T23:38:30Z Jtneill 10242 /* Round box */ Provide code 2720636 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}};Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}}</pre> ==Adapt an example== Another way is to copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] 30783zwhgz280fttklvd1x9ejxylv76 2720637 2720636 2025-07-03T23:38:54Z Jtneill 10242 /* Round box */ 2720637 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}}</pre> ==Adapt an example== Another way is to copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] 8chh74bogluiql8220u6w36c1wo3mpu 2720638 2720637 2025-07-03T23:40:06Z Jtneill 10242 /* Round box */ 2720638 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}}</pre> Change the box colour by varying the "theme=3" number. ==Adapt an example== Another way is to copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] 0zxy0sue0n36dea3qu878v671uooy0o 2720639 2720638 2025-07-03T23:40:45Z Jtneill 10242 /* Adapt an example */ 2720639 wikitext text/x-wiki {{title|Feature boxes}} There are several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}}</pre> Change the box colour by varying the "theme=3" number. ==Adapt an example== Copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). Use "Edit source". ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] hl4cpldc3kx6h38qwozcm90fsg6zvml 2720644 2720639 2025-07-03T23:44:48Z Jtneill 10242 2720644 wikitext text/x-wiki {{title|Feature boxes}} This page shows several ways of creating feature boxes. ==Simplest== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}}</pre> Change the box colour by varying the "theme=3" number. ==Adapt an example== Copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). Use "Edit source". ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] pimfigrsibo81dkpi9eelucxtlqzqho 2720645 2720644 2025-07-03T23:45:06Z Jtneill 10242 /* Simplest */ 2720645 wikitext text/x-wiki {{title|Feature boxes}} This page shows several ways of creating feature boxes. ==Simple== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border * Change the theme number for different colours {{RoundBoxBottom}}</pre> Change the box colour by varying the "theme=3" number. ==Adapt an example== Copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). Use "Edit source". ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] t0wjk7reeqdoigqegw8ucx7m3ujn8i2 2720646 2720645 2025-07-03T23:45:57Z Jtneill 10242 /* Round box */ 2720646 wikitext text/x-wiki {{title|Feature boxes}} This page shows several ways of creating feature boxes. ==Simple== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}}</pre> Change the box colour by varying the "theme=3" number e.g., this is theme 2: {{RoundBoxTop|theme=2}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ==Adapt an example== Copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). Use "Edit source". ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] fbov8gouorw0c005o4ahtqr8r7v9edy 2720647 2720646 2025-07-03T23:46:41Z Jtneill 10242 /* Adapt an example */ 2720647 wikitext text/x-wiki {{title|Feature boxes}} This page shows several ways of creating feature boxes. ==Simple== A very simple box can be created by adding a space at the start of the line ==Round box== {{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} Code for box above: <pre>{{RoundBoxTop|theme=3}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}}</pre> Change the box colour by varying the "theme=3" number e.g., this is theme 2: {{RoundBoxTop|theme=2}} ;Feature box example * Shaded background * Coloured border {{RoundBoxBottom}} ==Adapt an example== Copy, paste, and adapt feature box code from other chapters ([[Motivation and emotion/Book/2019/Dorsolateral prefrontal cortex and long-term goal pursuit|example]]). To find and paste the code, use "Edit source". ==See also== * [[Help:Pretty boxes|Pretty boxes]] * [[User:Jtneill/Sandbox/Tables and boxes]] te6lpwx1x2n82sjbtnwow1gcpqorq66 0 307473 2720683 2718682 2025-07-04T04:36:27Z Jtneill 10242 /* Motivation */ 2720683 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|User Name}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}} # [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}} # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}} # [[/Play motivation/]] - What motivates play? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|User Name}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|User Name}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|User Name}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|User Name}} # [[/Cultural differences in grief/]] - How do cultures vary in their emotional responses to grief? {{ME-By|User Name}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|User Name}} # [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|User Name}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}} # [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|User Name}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}} ==Motivation and emotion== # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2025]] m203inav1l6yacjnjcvigxod1d4ba8b 0 319411 2720653 2706165 2025-07-04T03:04:32Z Smlee8345 3004394 Informaiton 2720653 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Asia/Header}}{{CountryHeader|File:Korea_(orthographic_projection).svg|https://en.wikipedia.org/wiki/South_Korea#}} {{HTitle|Brief Country Information }} Located at the center of Northeast Asia, the Korean Peninsula neighbors China, Russia, and Japan. Under the World Geodetic System, it lies between 33 and 43 degrees north latitude and 124 and 132 degrees east longitude. The Peninsula (including both North and South Koreas) is 1,000 km long and 300 km wide on average, and its total land area is 222,000 km². The total land area of South Korea (below the Military Demarcation Line) is around 100,364 km². Around 3/4 of the area is covered with mountains. You can find mountains almost anywhere in the country, but there are a few places you can view flat horizons. Topologically, Korea is higher in the east and lower in the west. Tall mountains with altitudes exceeding 1,000 m are concentrated in the north and the east, forming the topological backbone of the country. The mountainsides are steeper toward the east coast, and less severe toward the west coast. Korea is surrounded by the sea on three sides, except for the northern side. The total extension of the coastlines is 17,000 km (including islands). The East Sea is characterized by its deep waters and simpler coastlines, whereas the West and South Seas are shallower, with complicated coastlines and more islands. Each of the three seas offers distinctive features and a wide array of oceanic atmospheres: the East Sea with its clean and deep water; the West Sea with its mud flats thriving with life; and the South Sea with its numerous islands (which earned the sea its nickname: Dadohae, or the sea of many islands). South Korea has the 29th largest population in the world at around 51.63 million as of 2022. However, 50.49% of the population lives in the Seoul Capital Area (SCA, mainly consisting of Seoul and Gyeonggi-do), indicating severe population gaps among regions.¹ {{HTitle|Incidence and Prevalence of Hearing Loss}} {{HTitle|Information About Audiology}}Audiology in the Republic of Korea is a well-established, multidisciplinary field that has undergone remarkable growth over the past several decades. Historically rooted in otolaryngology, the discipline has evolved to include dedicated audiologists, speech-language pathologists, and hearing aid specialists working collaboratively to deliver comprehensive hearing healthcare. Clinical services are widely available in university hospitals, private clinics, and specialized hearing centers, offering advanced diagnostic evaluations such as pure-tone and speech audiometry, otoacoustic emissions, auditory brainstem responses, and vestibular testing. Rehabilitation services include state-of-the-art hearing aid fitting and verification, cochlear implant programming, auditory training, and patient counseling, reflecting Korea’s strong commitment to evidence-based, patient-centered care. A key strength of audiology in Korea lies in its robust public health strategy, particularly the national universal newborn hearing screening (UNHS) program. Launched in 2007 and expanded with insurance coverage in 2018, the program follows international best-practice timelines, aiming for screening by one month, diagnosis by three months, and intervention by six months (“1-3-6” model). This initiative has dramatically improved early detection rates and facilitated timely interventions, including amplification and cochlear implantation, thereby enhancing language and cognitive outcomes for children with hearing loss. Korea’s policy framework also provides government subsidies for hearing aids for older adults and insurance support for cochlear implants, underlining a strong commitment to equitable hearing healthcare across the lifespan. Korea is recognized for its advanced adoption of hearing technology, including high penetration of modern hearing aids, cochlear implants, and smartphone-based fitting applications. The country’s hearing aid industry is highly developed, with active collaborations between academia and industry driving innovation in digital signal processing, AI-based speech enhancement, and tele-audiology solutions. Cochlear implantation rates are among the highest in Asia, supported by national registries and outcome studies that inform clinical best practices. === Audiological Societies and Medical Advancements in Korea === Professional societies play a central role in advancing audiology in Korea. [https://www.audiosociety.kr/ The Korean Audiological Society] The Korean Audiological Society (KAS), founded in 1966, is the oldest and most prominent academic organization dedicated to the advancement of audiology and otology in Korea. With over half a century of history, KAS has played a central role in shaping the country’s hearing healthcare landscape through research promotion, clinical training, and public health advocacy. The society fosters interdisciplinary collaboration among otolaryngologists, audiologists, speech-language pathologists, neuroscientists, and engineers, strengthening the integration of clinical expertise and scientific research. A cornerstone of KAS’s contribution to the field is its publication of the Journal of Audiology & Otology (JAO). Established in 1997, JAO is a peer-reviewed, open-access journal committed to disseminating high-quality research on hearing, balance, auditory neuroscience, and clinical practice. Indexed in PubMed, Scopus, ESCI, and Web of Science, JAO maintains an impact factor of approximately 1.4 (2024–2025) and serves as a respected platform for both Korean and international scholars. In addition to its journal, KAS develops and publishes practical clinical manuals in Korean—covering pure-tone and speech audiometry, ABR, OAE, and speech perception testing—to support standardized, evidence-based practice across diverse clinical settings. KAS is also renowned for organizing annual scientific conferences and workshops, promoting continuing professional education and knowledge exchange. Through its commitment to research, education, and advocacy, the Korean Audiological Society remains a leading force in advancing hearing health in Korea and contributing to global audiology. [http://www.audiologykorea.kr/mall/english/introduction.asp Korean Academy of Audiology] The Korean Academy of Audiology (KAA) is a national professional society devoted to advancing the science and clinical practice of audiology and hearing rehabilitation in Korea. Founded in 1998 as a non-profit organization, KAA serves as an academic and professional hub for audiologists, hearing aid specialists, speech-language pathologists, educators, and researchers committed to improving hearing health across the lifespan. Its mission emphasizes fostering research in auditory science, training highly qualified professionals, promoting evidence-based clinical practice, and strengthening Korea’s capacity for hearing healthcare delivery. KAA manages and publishes the Audiology & Speech Research (ASR) journal, a peer-reviewed, quarterly publication that serves as a vital academic platform for Korean and international researchers. Formerly known simply as Audiology, ASR publishes original research articles, clinical reports, and reviews spanning audiology, hearing aid technology, cochlear implantation, speech-language pathology, and rehabilitation science. The journal is indexed in Korea Citation Index (KCI) and Scopus, reflecting its recognized role in the region’s academic ecosystem. Beyond publishing, KAA organizes annual conferences, symposia, and workshops that focus on clinical training, technological advances, and case-based learning. These events offer hands-on education in hearing aid fitting and verification, cochlear implant mapping, auditory training, and tele-audiology, supporting the professional development of Korea’s audiology workforce. By fostering collaboration across academia, clinics, and industry, the Korean Academy of Audiology continues to enhance the quality of hearing healthcare services in Korea and contribute to the broader field of audiology. [https://wca2026seoul.com/ 37th World Congress of Aduiology] Finally, Korea’s global engagement in audiology is highlighted by its active participation in international conferences and research collaborations. In 2026, Seoul will host the 37th World Congress of Audiology (WCA 2026) under the auspices of the International Society of Audiology. This event will provide an outstanding platform to showcase Korea’s achievements in hearing research, public health policy, clinical innovation, and patient care, fostering greater international collaboration and knowledge exchange in the global audiology community. {{HTitle|Research in Audiology}} {{HTitle|Audiology Charities}} {{HTitle|Challenges, Opportunities and Notes}} {{HTitle|References}} # Ministry of Culture, Sports and Tourism https://www.korea.net/AboutKorea/Society/South-Korea-Summary <references /> </div></div>{{:Global Audiology/Authors-1|Junhui Jeong|2=https://scholar.google.com/citations?hl=ko&user=mtdgPPQAAAAJ&hl=en}}{{:Global Audiology/footer}} [[Category:Korea]] t9nbxznd1p2oqbai6ru36crqhe1gpj1 2720689 2720653 2025-07-04T05:01:52Z Smlee8345 3004394 demo 2720689 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Asia/Header}}{{CountryHeader|File:Korea_(orthographic_projection).svg|https://en.wikipedia.org/wiki/South_Korea#}} {{HTitle|Brief Country Information }} Located at the center of Northeast Asia, the Korean Peninsula neighbors China, Russia, and Japan. Under the World Geodetic System, it lies between 33 and 43 degrees north latitude and 124 and 132 degrees east longitude. The Peninsula (including both North and South Koreas) is 1,000 km long and 300 km wide on average, and its total land area is 222,000 km². The total land area of South Korea (below the Military Demarcation Line) is around 100,364 km². Around 3/4 of the area is covered with mountains. You can find mountains almost anywhere in the country, but there are a few places you can view flat horizons. Topologically, Korea is higher in the east and lower in the west. Tall mountains with altitudes exceeding 1,000 m are concentrated in the north and the east, forming the topological backbone of the country. The mountainsides are steeper toward the east coast, and less severe toward the west coast. Korea is surrounded by the sea on three sides, except for the northern side. The total extension of the coastlines is 17,000 km (including islands). The East Sea is characterized by its deep waters and simpler coastlines, whereas the West and South Seas are shallower, with complicated coastlines and more islands. Each of the three seas offers distinctive features and a wide array of oceanic atmospheres: the East Sea with its clean and deep water; the West Sea with its mud flats thriving with life; and the South Sea with its numerous islands (which earned the sea its nickname: Dadohae, or the sea of many islands). South Korea has the 29th largest population in the world at around 51.63 million as of 2022. However, 50.49% of the population lives in the Seoul Capital Area (SCA, mainly consisting of Seoul and Gyeonggi-do), indicating severe population gaps among regions.¹ {{HTitle|Incidence and Prevalence of Hearing Loss}}Recent epidemiological studies highlight that hearing loss affects a substantial portion of the Korean population, with prevalence increasing markedly with age. According to population data, overall hearing impairment affects approximately 22–23% of adults aged 12 and above, combining both unilateral and bilateral loss in speech-relevant frequencies. A 2025 study by the Korean Journal of Medical Science observed that the prevalence of any hearing loss in middle-aged and older adults was around 19.45%, with severity subdivided into mild (13.95%), moderate (4.39%), moderately severe (0.96%), and severe-to-profound (0.16%). Hearing impairment increases sharply with advancing age: individuals in their 40s showed a prevalence of 1.8%, increasing to 7.5% in their 50s, 25.3% in their 60s, and 63.9% in their 70s. Gender differences are also notable: males consistently exhibit higher rates of hearing loss across all age groups, including mild (15.7% vs. 12.6%), moderate (5.2% vs. 3.8%), and more severe categories . In addition, rural residents experience a higher incidence of severe-to-profound hearing loss compared to their urban counterparts by approximately 40%. While severe-to-profound hearing loss (≥60 dB HL) is rarer, affecting approximately 0.46% of the national population (237,000 individuals in 2015), this condition remains most prevalent among older age groups. In children, universal newborn hearing screening has significantly improved early detection. Between 2014 and 2018, about 17.6% of 1.96 million live births were screened, leading to interventions such as middle-ear surgery (11,624 cases) and cochlear implantation (397 cases) during infancy. Furthermore, selective data suggest that congenital sensorineural hearing loss occurs in approximately 1–3 per 1,000 births, consistent with global estimates. {{HTitle|Information About Audiology}}Audiology in the Republic of Korea is a well-established, multidisciplinary field that has undergone remarkable growth over the past several decades. Historically rooted in otolaryngology, the discipline has evolved to include dedicated audiologists, speech-language pathologists, and hearing aid specialists working collaboratively to deliver comprehensive hearing healthcare. Clinical services are widely available in university hospitals, private clinics, and specialized hearing centers, offering advanced diagnostic evaluations such as pure-tone and speech audiometry, otoacoustic emissions, auditory brainstem responses, and vestibular testing. Rehabilitation services include state-of-the-art hearing aid fitting and verification, cochlear implant programming, auditory training, and patient counseling, reflecting Korea’s strong commitment to evidence-based, patient-centered care. A key strength of audiology in Korea lies in its robust public health strategy, particularly the national universal newborn hearing screening (UNHS) program. Launched in 2007 and expanded with insurance coverage in 2018, the program follows international best-practice timelines, aiming for screening by one month, diagnosis by three months, and intervention by six months (“1-3-6” model). This initiative has dramatically improved early detection rates and facilitated timely interventions, including amplification and cochlear implantation, thereby enhancing language and cognitive outcomes for children with hearing loss. Korea’s policy framework also provides government subsidies for hearing aids for older adults and insurance support for cochlear implants, underlining a strong commitment to equitable hearing healthcare across the lifespan. Korea is recognized for its advanced adoption of hearing technology, including high penetration of modern hearing aids, cochlear implants, and smartphone-based fitting applications. The country’s hearing aid industry is highly developed, with active collaborations between academia and industry driving innovation in digital signal processing, AI-based speech enhancement, and tele-audiology solutions. Cochlear implantation rates are among the highest in Asia, supported by national registries and outcome studies that inform clinical best practices. === Audiological Societies and Medical Advancements in Korea === Professional societies play a central role in advancing audiology in Korea. [https://www.audiosociety.kr/ The Korean Audiological Society] The Korean Audiological Society (KAS), founded in 1966, is the oldest and most prominent academic organization dedicated to the advancement of audiology and otology in Korea. With over half a century of history, KAS has played a central role in shaping the country’s hearing healthcare landscape through research promotion, clinical training, and public health advocacy. The society fosters interdisciplinary collaboration among otolaryngologists, audiologists, speech-language pathologists, neuroscientists, and engineers, strengthening the integration of clinical expertise and scientific research. A cornerstone of KAS’s contribution to the field is its publication of the Journal of Audiology & Otology (JAO). Established in 1997, JAO is a peer-reviewed, open-access journal committed to disseminating high-quality research on hearing, balance, auditory neuroscience, and clinical practice. Indexed in PubMed, Scopus, ESCI, and Web of Science, JAO maintains an impact factor of approximately 1.4 (2024–2025) and serves as a respected platform for both Korean and international scholars. In addition to its journal, KAS develops and publishes practical clinical manuals in Korean—covering pure-tone and speech audiometry, ABR, OAE, and speech perception testing—to support standardized, evidence-based practice across diverse clinical settings. KAS is also renowned for organizing annual scientific conferences and workshops, promoting continuing professional education and knowledge exchange. Through its commitment to research, education, and advocacy, the Korean Audiological Society remains a leading force in advancing hearing health in Korea and contributing to global audiology. [http://www.audiologykorea.kr/mall/english/introduction.asp Korean Academy of Audiology] The Korean Academy of Audiology (KAA) is a national professional society devoted to advancing the science and clinical practice of audiology and hearing rehabilitation in Korea. Founded in 1998 as a non-profit organization, KAA serves as an academic and professional hub for audiologists, hearing aid specialists, speech-language pathologists, educators, and researchers committed to improving hearing health across the lifespan. Its mission emphasizes fostering research in auditory science, training highly qualified professionals, promoting evidence-based clinical practice, and strengthening Korea’s capacity for hearing healthcare delivery. KAA manages and publishes the Audiology & Speech Research (ASR) journal, a peer-reviewed, quarterly publication that serves as a vital academic platform for Korean and international researchers. Formerly known simply as Audiology, ASR publishes original research articles, clinical reports, and reviews spanning audiology, hearing aid technology, cochlear implantation, speech-language pathology, and rehabilitation science. The journal is indexed in Korea Citation Index (KCI) and Scopus, reflecting its recognized role in the region’s academic ecosystem. Beyond publishing, KAA organizes annual conferences, symposia, and workshops that focus on clinical training, technological advances, and case-based learning. These events offer hands-on education in hearing aid fitting and verification, cochlear implant mapping, auditory training, and tele-audiology, supporting the professional development of Korea’s audiology workforce. By fostering collaboration across academia, clinics, and industry, the Korean Academy of Audiology continues to enhance the quality of hearing healthcare services in Korea and contribute to the broader field of audiology. [https://wca2026seoul.com/ 37th World Congress of Aduiology] Finally, Korea’s global engagement in audiology is highlighted by its active participation in international conferences and research collaborations. In 2026, Seoul will host the 37th World Congress of Audiology (WCA 2026) under the auspices of the International Society of Audiology. This event will provide an outstanding platform to showcase Korea’s achievements in hearing research, public health policy, clinical innovation, and patient care, fostering greater international collaboration and knowledge exchange in the global audiology community. {{HTitle|Research in Audiology}} {{HTitle|Audiology Charities}} {{HTitle|Challenges, Opportunities and Notes}} {{HTitle|References}} # Ministry of Culture, Sports and Tourism https://www.korea.net/AboutKorea/Society/South-Korea-Summary <references /> </div></div> <ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref>{{:Global Audiology/Authors-1|Junhui Jeong|2=https://scholar.google.com/citations?hl=ko&user=mtdgPPQAAAAJ&hl=en}}{{:Global Audiology/footer}} [[Category:Korea]] acgs5su1c2ygnuwsvusr9uw246vx16q 2720690 2720689 2025-07-04T05:29:22Z Smlee8345 3004394 2720690 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Asia/Header}}{{CountryHeader|File:Korea_(orthographic_projection).svg|https://en.wikipedia.org/wiki/South_Korea#}} {{HTitle|Brief Country Information }} Located at the center of Northeast Asia, the Korean Peninsula neighbors China, Russia, and Japan. Under the World Geodetic System, it lies between 33 and 43 degrees north latitude and 124 and 132 degrees east longitude. The Peninsula (including both North and South Koreas) is 1,000 km long and 300 km wide on average, and its total land area is 222,000 km². The total land area of South Korea (below the Military Demarcation Line) is around 100,364 km². Around 3/4 of the area is covered with mountains. You can find mountains almost anywhere in the country, but there are a few places you can view flat horizons. Topologically, Korea is higher in the east and lower in the west. Tall mountains with altitudes exceeding 1,000 m are concentrated in the north and the east, forming the topological backbone of the country. The mountainsides are steeper toward the east coast, and less severe toward the west coast. Korea is surrounded by the sea on three sides, except for the northern side. The total extension of the coastlines is 17,000 km (including islands). The East Sea is characterized by its deep waters and simpler coastlines, whereas the West and South Seas are shallower, with complicated coastlines and more islands. Each of the three seas offers distinctive features and a wide array of oceanic atmospheres: the East Sea with its clean and deep water; the West Sea with its mud flats thriving with life; and the South Sea with its numerous islands (which earned the sea its nickname: Dadohae, or the sea of many islands). South Korea has the 29th largest population in the world at around 51.63 million as of 2022. However, 50.49% of the population lives in the Seoul Capital Area (SCA, mainly consisting of Seoul and Gyeonggi-do), indicating severe population gaps among regions.¹ {{HTitle|Incidence and Prevalence of Hearing Loss}}Recent epidemiological studies highlight that hearing loss affects a substantial portion of the Korean population, with prevalence increasing markedly with age. According to population data, overall hearing impairment affects approximately 22–23% of adults aged 12 and above, combining both unilateral and bilateral loss in speech-relevant frequencies (Han et al., 2025). A 2025 study by the Korean Journal of Medical Science observed that the prevalence of any hearing loss in middle-aged and older adults was around 19.45%, with severity subdivided into mild (13.95%), moderate (4.39%), moderately severe (0.96%), and severe-to-profound (0.16%). Hearing impairment increases sharply with advancing age: individuals in their 40s showed a prevalence of 1.8%, increasing to 7.5% in their 50s, 25.3% in their 60s, and 63.9% in their 70s. Gender differences are also notable: males consistently exhibit higher rates of hearing loss across all age groups, including mild (15.7% vs. 12.6%), moderate (5.2% vs. 3.8%), and more severe categories . In addition, rural residents experience a higher incidence of severe-to-profound hearing loss compared to their urban counterparts by approximately 40% (Im et al., 2018). While severe-to-profound hearing loss (≥60 dB HL) is rarer, affecting approximately 0.46% of the national population (237,000 individuals in 2015), this condition remains most prevalent among older age groups. In children, universal newborn hearing screening has significantly improved early detection. Between 2014 and 2018, about 17.6% of 1.96 million live births were screened, leading to interventions such as middle-ear surgery (11,624 cases) and cochlear implantation (397 cases) during infancy. Furthermore, selective data suggest that congenital sensorineural hearing loss occurs in approximately 1–3 per 1,000 births, consistent with global estimates (Jeong et al., 2021). {{HTitle|Information About Audiology}}Audiology in the Republic of Korea is a well-established, multidisciplinary field that has undergone remarkable growth over the past several decades. Historically rooted in otolaryngology, the discipline has evolved to include dedicated audiologists, speech-language pathologists, and hearing aid specialists working collaboratively to deliver comprehensive hearing healthcare. Clinical services are widely available in university hospitals, private clinics, and specialized hearing centers, offering advanced diagnostic evaluations such as pure-tone and speech audiometry, otoacoustic emissions, auditory brainstem responses, and vestibular testing. Rehabilitation services include state-of-the-art hearing aid fitting and verification, cochlear implant programming, auditory training, and patient counseling, reflecting Korea’s strong commitment to evidence-based, patient-centered care. A key strength of audiology in Korea lies in its robust public health strategy, particularly the national universal newborn hearing screening (UNHS) program. Launched in 2007 and expanded with insurance coverage in 2018, the program follows international best-practice timelines, aiming for screening by one month, diagnosis by three months, and intervention by six months (“1-3-6” model). This initiative has dramatically improved early detection rates and facilitated timely interventions, including amplification and cochlear implantation, thereby enhancing language and cognitive outcomes for children with hearing loss. Korea’s policy framework also provides government subsidies for hearing aids for older adults and insurance support for cochlear implants, underlining a strong commitment to equitable hearing healthcare across the lifespan. Korea is recognized for its advanced adoption of hearing technology, including high penetration of modern hearing aids, cochlear implants, and smartphone-based fitting applications. The country’s hearing aid industry is highly developed, with active collaborations between academia and industry driving innovation in digital signal processing, AI-based speech enhancement, and tele-audiology solutions. Cochlear implantation rates are among the highest in Asia, supported by national registries and outcome studies that inform clinical best practices. === Audiological Societies and Medical Advancements in Korea === Professional societies play a central role in advancing audiology in Korea. [https://www.audiosociety.kr/ The Korean Audiological Society] The Korean Audiological Society (KAS), founded in 1966, is the oldest and most prominent academic organization dedicated to the advancement of audiology and otology in Korea. With over half a century of history, KAS has played a central role in shaping the country’s hearing healthcare landscape through research promotion, clinical training, and public health advocacy. The society fosters interdisciplinary collaboration among otolaryngologists, audiologists, speech-language pathologists, neuroscientists, and engineers, strengthening the integration of clinical expertise and scientific research. A cornerstone of KAS’s contribution to the field is its publication of the Journal of Audiology & Otology (JAO). Established in 1997, JAO is a peer-reviewed, open-access journal committed to disseminating high-quality research on hearing, balance, auditory neuroscience, and clinical practice. Indexed in PubMed, Scopus, ESCI, and Web of Science, JAO maintains an impact factor of approximately 1.4 (2024–2025) and serves as a respected platform for both Korean and international scholars. In addition to its journal, KAS develops and publishes practical clinical manuals in Korean—covering pure-tone and speech audiometry, ABR, OAE, and speech perception testing—to support standardized, evidence-based practice across diverse clinical settings. KAS is also renowned for organizing annual scientific conferences and workshops, promoting continuing professional education and knowledge exchange. Through its commitment to research, education, and advocacy, the Korean Audiological Society remains a leading force in advancing hearing health in Korea and contributing to global audiology. [http://www.audiologykorea.kr/mall/english/introduction.asp Korean Academy of Audiology] The Korean Academy of Audiology (KAA) is a national professional society devoted to advancing the science and clinical practice of audiology and hearing rehabilitation in Korea. Founded in 1998 as a non-profit organization, KAA serves as an academic and professional hub for audiologists, hearing aid specialists, speech-language pathologists, educators, and researchers committed to improving hearing health across the lifespan. Its mission emphasizes fostering research in auditory science, training highly qualified professionals, promoting evidence-based clinical practice, and strengthening Korea’s capacity for hearing healthcare delivery. KAA manages and publishes the Audiology & Speech Research (ASR) journal, a peer-reviewed, quarterly publication that serves as a vital academic platform for Korean and international researchers. Formerly known simply as Audiology, ASR publishes original research articles, clinical reports, and reviews spanning audiology, hearing aid technology, cochlear implantation, speech-language pathology, and rehabilitation science. The journal is indexed in Korea Citation Index (KCI) and Scopus, reflecting its recognized role in the region’s academic ecosystem. Beyond publishing, KAA organizes annual conferences, symposia, and workshops that focus on clinical training, technological advances, and case-based learning. These events offer hands-on education in hearing aid fitting and verification, cochlear implant mapping, auditory training, and tele-audiology, supporting the professional development of Korea’s audiology workforce. By fostering collaboration across academia, clinics, and industry, the Korean Academy of Audiology continues to enhance the quality of hearing healthcare services in Korea and contribute to the broader field of audiology. [https://wca2026seoul.com/ 37th World Congress of Aduiology] Finally, Korea’s global engagement in audiology is highlighted by its active participation in international conferences and research collaborations. In 2026, Seoul will host the 37th World Congress of Audiology (WCA 2026) under the auspices of the International Society of Audiology. This event will provide an outstanding platform to showcase Korea’s achievements in hearing research, public health policy, clinical innovation, and patient care, fostering greater international collaboration and knowledge exchange in the global audiology community. {{HTitle|Research in Audiology}} {{HTitle|Audiology Charities}} {{HTitle|Challenges, Opportunities and Notes}} {{HTitle|References}} # Ministry of Culture, Sports and Tourism https://www.korea.net/AboutKorea/Society/South-Korea-Summary <references /> </div></div> <ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref><ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref><ref>{{Cite journal|last=Im|first=Gi Jung|last2=Ahn|first2=Joong Ho|last3=Lee|first3=Jun Ho|last4=do Han|first4=Kyung|last5=Lee|first5=Seung Hwan|last6=Kim|first6=Jin-Sook|last7=Jang|first7=Hyunsook|last8=Chung|first8=Jong Woo|date=2018-07-02|title=Prevalence of severe-profound hearing loss in South Korea: a nationwide population-based study to analyse a 10-year trend (2006–2015)|url=https://www.nature.com/articles/s41598-018-28279-z|journal=Scientific Reports|language=en|volume=8|issue=1|pages=9940|doi=10.1038/s41598-018-28279-z|issn=2045-2322}}</ref><ref>{{Cite journal|last=Han|first=Sang-Yoon|last2=Seo|first2=Hee Won|last3=Lee|first3=Seung Hwan|last4=Chung|first4=Jae Ho|date=2024-10-15|title=Revisiting Age-Related Normative Hearing Levels in Korea|url=https://doi.org/10.3346/jkms.2025.40.e3|journal=Journal of Korean Medical Science|language=en|volume=40|issue=2|doi=10.3346/jkms.2025.40.e3|issn=1598-6357}}</ref>{{:Global Audiology/Authors-1|Junhui Jeong|2=https://scholar.google.com/citations?hl=ko&user=mtdgPPQAAAAJ&hl=en}}{{:Global Audiology/footer}} [[Category:Korea]] <references /> 1r4r1sy2080j9r76hfhkzpscytvr77c 2720691 2720690 2025-07-04T05:33:53Z Smlee8345 3004394 2720691 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Asia/Header}}{{CountryHeader|File:Korea_(orthographic_projection).svg|https://en.wikipedia.org/wiki/South_Korea#}} {{HTitle|Brief Country Information }} Located at the center of Northeast Asia, the Korean Peninsula neighbors China, Russia, and Japan. Under the World Geodetic System, it lies between 33 and 43 degrees north latitude and 124 and 132 degrees east longitude. The Peninsula (including both North and South Koreas) is 1,000 km long and 300 km wide on average, and its total land area is 222,000 km². The total land area of South Korea (below the Military Demarcation Line) is around 100,364 km². Around 3/4 of the area is covered with mountains. You can find mountains almost anywhere in the country, but there are a few places you can view flat horizons. Topologically, Korea is higher in the east and lower in the west. Tall mountains with altitudes exceeding 1,000 m are concentrated in the north and the east, forming the topological backbone of the country. The mountainsides are steeper toward the east coast, and less severe toward the west coast. Korea is surrounded by the sea on three sides, except for the northern side. The total extension of the coastlines is 17,000 km (including islands). The East Sea is characterized by its deep waters and simpler coastlines, whereas the West and South Seas are shallower, with complicated coastlines and more islands. Each of the three seas offers distinctive features and a wide array of oceanic atmospheres: the East Sea with its clean and deep water; the West Sea with its mud flats thriving with life; and the South Sea with its numerous islands (which earned the sea its nickname: Dadohae, or the sea of many islands). South Korea has the 29th largest population in the world at around 51.63 million as of 2022. However, 50.49% of the population lives in the Seoul Capital Area (SCA, mainly consisting of Seoul and Gyeonggi-do), indicating severe population gaps among regions.¹ {{HTitle|Incidence and Prevalence of Hearing Loss}}Recent epidemiological studies highlight that hearing loss affects a substantial portion of the Korean population, with prevalence increasing markedly with age. According to population data, overall hearing impairment affects approximately 22–23% of adults aged 12 and above, combining both unilateral and bilateral loss in speech-relevant frequencies (Han et al., 2025). A 2025 study by the Korean Journal of Medical Science observed that the prevalence of any hearing loss in middle-aged and older adults was around 19.45%, with severity subdivided into mild (13.95%), moderate (4.39%), moderately severe (0.96%), and severe-to-profound (0.16%). Hearing impairment increases sharply with advancing age: individuals in their 40s showed a prevalence of 1.8%, increasing to 7.5% in their 50s, 25.3% in their 60s, and 63.9% in their 70s. Gender differences are also notable: males consistently exhibit higher rates of hearing loss across all age groups, including mild (15.7% vs. 12.6%), moderate (5.2% vs. 3.8%), and more severe categories . In addition, rural residents experience a higher incidence of severe-to-profound hearing loss compared to their urban counterparts by approximately 40% (Im et al., 2018). While severe-to-profound hearing loss (≥60 dB HL) is rarer, affecting approximately 0.46% of the national population (237,000 individuals in 2015), this condition remains most prevalent among older age groups. In children, universal newborn hearing screening has significantly improved early detection. Between 2014 and 2018, about 17.6% of 1.96 million live births were screened, leading to interventions such as middle-ear surgery (11,624 cases) and cochlear implantation (397 cases) during infancy. Furthermore, selective data suggest that congenital sensorineural hearing loss occurs in approximately 1–3 per 1,000 births, consistent with global estimates (Jeong et al., 2021). {{HTitle|Information About Audiology}}Audiology in the Republic of Korea is a well-established, multidisciplinary field that has undergone remarkable growth over the past several decades. Historically rooted in otolaryngology, the discipline has evolved to include dedicated audiologists, speech-language pathologists, and hearing aid specialists working collaboratively to deliver comprehensive hearing healthcare. Clinical services are widely available in university hospitals, private clinics, and specialized hearing centers, offering advanced diagnostic evaluations such as pure-tone and speech audiometry, otoacoustic emissions, auditory brainstem responses, and vestibular testing. Rehabilitation services include state-of-the-art hearing aid fitting and verification, cochlear implant programming, auditory training, and patient counseling, reflecting Korea’s strong commitment to evidence-based, patient-centered care. A key strength of audiology in Korea lies in its robust public health strategy, particularly the national universal newborn hearing screening (UNHS) program. Launched in 2007 and expanded with insurance coverage in 2018, the program follows international best-practice timelines, aiming for screening by one month, diagnosis by three months, and intervention by six months (“1-3-6” model). This initiative has dramatically improved early detection rates and facilitated timely interventions, including amplification and cochlear implantation, thereby enhancing language and cognitive outcomes for children with hearing loss. Korea’s policy framework also provides government subsidies for hearing aids for older adults and insurance support for cochlear implants, underlining a strong commitment to equitable hearing healthcare across the lifespan. Korea is recognized for its advanced adoption of hearing technology, including high penetration of modern hearing aids, cochlear implants, and smartphone-based fitting applications. The country’s hearing aid industry is highly developed, with active collaborations between academia and industry driving innovation in digital signal processing, AI-based speech enhancement, and tele-audiology solutions. Cochlear implantation rates are among the highest in Asia, supported by national registries and outcome studies that inform clinical best practices. === Audiological Societies and Medical Advancements in Korea === Professional societies play a central role in advancing audiology in Korea. [https://www.audiosociety.kr/ The Korean Audiological Society] The Korean Audiological Society (KAS), founded in 1966, is the oldest and most prominent academic organization dedicated to the advancement of audiology and otology in Korea. With over half a century of history, KAS has played a central role in shaping the country’s hearing healthcare landscape through research promotion, clinical training, and public health advocacy. The society fosters interdisciplinary collaboration among otolaryngologists, audiologists, speech-language pathologists, neuroscientists, and engineers, strengthening the integration of clinical expertise and scientific research. A cornerstone of KAS’s contribution to the field is its publication of the Journal of Audiology & Otology (JAO). Established in 1997, JAO is a peer-reviewed, open-access journal committed to disseminating high-quality research on hearing, balance, auditory neuroscience, and clinical practice. Indexed in PubMed, Scopus, ESCI, and Web of Science, JAO maintains an impact factor of approximately 1.4 (2024–2025) and serves as a respected platform for both Korean and international scholars. In addition to its journal, KAS develops and publishes practical clinical manuals in Korean—covering pure-tone and speech audiometry, ABR, OAE, and speech perception testing—to support standardized, evidence-based practice across diverse clinical settings. KAS is also renowned for organizing annual scientific conferences and workshops, promoting continuing professional education and knowledge exchange. Through its commitment to research, education, and advocacy, the Korean Audiological Society remains a leading force in advancing hearing health in Korea and contributing to global audiology. [http://www.audiologykorea.kr/mall/english/introduction.asp Korean Academy of Audiology] The Korean Academy of Audiology (KAA) is a national professional society devoted to advancing the science and clinical practice of audiology and hearing rehabilitation in Korea. Founded in 1998 as a non-profit organization, KAA serves as an academic and professional hub for audiologists, hearing aid specialists, speech-language pathologists, educators, and researchers committed to improving hearing health across the lifespan. Its mission emphasizes fostering research in auditory science, training highly qualified professionals, promoting evidence-based clinical practice, and strengthening Korea’s capacity for hearing healthcare delivery. KAA manages and publishes the Audiology & Speech Research (ASR) journal, a peer-reviewed, quarterly publication that serves as a vital academic platform for Korean and international researchers. Formerly known simply as Audiology, ASR publishes original research articles, clinical reports, and reviews spanning audiology, hearing aid technology, cochlear implantation, speech-language pathology, and rehabilitation science. The journal is indexed in Korea Citation Index (KCI) and Scopus, reflecting its recognized role in the region’s academic ecosystem. Beyond publishing, KAA organizes annual conferences, symposia, and workshops that focus on clinical training, technological advances, and case-based learning. These events offer hands-on education in hearing aid fitting and verification, cochlear implant mapping, auditory training, and tele-audiology, supporting the professional development of Korea’s audiology workforce. By fostering collaboration across academia, clinics, and industry, the Korean Academy of Audiology continues to enhance the quality of hearing healthcare services in Korea and contribute to the broader field of audiology. [https://wca2026seoul.com/ 37th World Congress of Aduiology] Finally, Korea’s global engagement in audiology is highlighted by its active participation in international conferences and research collaborations. In 2026, Seoul will host the 37th World Congress of Audiology (WCA 2026) under the auspices of the International Society of Audiology. This event will provide an outstanding platform to showcase Korea’s achievements in hearing research, public health policy, clinical innovation, and patient care, fostering greater international collaboration and knowledge exchange in the global audiology community. {{HTitle|Research in Audiology}}Research in audiology in the Republic of Korea represents a dynamic, interdisciplinary field that integrates clinical science, neuroscience, engineering, rehabilitation, and public health. The country has seen substantial growth in both the volume and sophistication of audiological research over the past two decades, reflecting advances in healthcare policy, technology, and academic infrastructure. Korean audiology research encompasses a wide range of topics, from basic studies of auditory physiology and psychoacoustics to applied clinical investigations and technology development. Universities and medical centers across Korea maintain active research programs in auditory neuroscience, including cortical and brainstem electrophysiology, speech perception in noise, central auditory processing disorders, and aging-related hearing loss. These efforts are complemented by behavioral research on speech discrimination and working memory in older adults with hearing impairment, as well as studies examining the cognitive consequences of untreated hearing loss. A strong tradition of clinical research underpins Korea’s advances in diagnostic and rehabilitative audiology. Investigators routinely conduct large-scale epidemiological studies to estimate the prevalence and risk factors for hearing loss across the lifespan. Recent national surveys have clarified the age- and sex-specific burden of hearing impairment, highlighting disparities between urban and rural regions and guiding policy on screening and intervention. Korea's universal newborn hearing screening program, launched in 2007 and fully covered by national health insurance since 2018, has itself become a subject of population-based research, demonstrating significant gains in early detection rates and informing best-practice models for early intervention. Technological innovation is also a major focus. Korean research institutions and industry partners collaborate on the development of advanced hearing aids, cochlear implant systems, and assistive listening technologies. Topics of particular interest include digital signal processing, AI-driven noise reduction and speech enhancement, smartphone-based remote fitting systems, and tele-audiology delivery models. Pilot studies and clinical trials continue to evaluate the feasibility, safety, and efficacy of these technologies in diverse patient populations. {{HTitle|Audiology Charities}} {{HTitle|Challenges, Opportunities and Notes}} {{HTitle|References}} # Ministry of Culture, Sports and Tourism https://www.korea.net/AboutKorea/Society/South-Korea-Summary <references /> </div></div> <ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref><ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref><ref>{{Cite journal|last=Im|first=Gi Jung|last2=Ahn|first2=Joong Ho|last3=Lee|first3=Jun Ho|last4=do Han|first4=Kyung|last5=Lee|first5=Seung Hwan|last6=Kim|first6=Jin-Sook|last7=Jang|first7=Hyunsook|last8=Chung|first8=Jong Woo|date=2018-07-02|title=Prevalence of severe-profound hearing loss in South Korea: a nationwide population-based study to analyse a 10-year trend (2006–2015)|url=https://www.nature.com/articles/s41598-018-28279-z|journal=Scientific Reports|language=en|volume=8|issue=1|pages=9940|doi=10.1038/s41598-018-28279-z|issn=2045-2322}}</ref><ref>{{Cite journal|last=Han|first=Sang-Yoon|last2=Seo|first2=Hee Won|last3=Lee|first3=Seung Hwan|last4=Chung|first4=Jae Ho|date=2024-10-15|title=Revisiting Age-Related Normative Hearing Levels in Korea|url=https://doi.org/10.3346/jkms.2025.40.e3|journal=Journal of Korean Medical Science|language=en|volume=40|issue=2|doi=10.3346/jkms.2025.40.e3|issn=1598-6357}}</ref>{{:Global Audiology/Authors-1|Junhui Jeong|2=https://scholar.google.com/citations?hl=ko&user=mtdgPPQAAAAJ&hl=en}}{{:Global Audiology/footer}} [[Category:Korea]] <references /> bev0lcwy0isvr71cj4g98bg3r41hkwp 2720692 2720691 2025-07-04T05:39:27Z Smlee8345 3004394 2720692 wikitext text/x-wiki {{:Global Audiology/Header}}{{:Global Audiology/Asia/Header}}{{CountryHeader|File:Korea_(orthographic_projection).svg|https://en.wikipedia.org/wiki/South_Korea#}} {{HTitle|Brief Country Information }} Located at the center of Northeast Asia, the Korean Peninsula neighbors China, Russia, and Japan. Under the World Geodetic System, it lies between 33 and 43 degrees north latitude and 124 and 132 degrees east longitude. The Peninsula (including both North and South Koreas) is 1,000 km long and 300 km wide on average, and its total land area is 222,000 km². The total land area of South Korea (below the Military Demarcation Line) is around 100,364 km². Around 3/4 of the area is covered with mountains. You can find mountains almost anywhere in the country, but there are a few places you can view flat horizons. Topologically, Korea is higher in the east and lower in the west. Tall mountains with altitudes exceeding 1,000 m are concentrated in the north and the east, forming the topological backbone of the country. The mountainsides are steeper toward the east coast, and less severe toward the west coast. Korea is surrounded by the sea on three sides, except for the northern side. The total extension of the coastlines is 17,000 km (including islands). The East Sea is characterized by its deep waters and simpler coastlines, whereas the West and South Seas are shallower, with complicated coastlines and more islands. Each of the three seas offers distinctive features and a wide array of oceanic atmospheres: the East Sea with its clean and deep water; the West Sea with its mud flats thriving with life; and the South Sea with its numerous islands (which earned the sea its nickname: Dadohae, or the sea of many islands). South Korea has the 29th largest population in the world at around 51.63 million as of 2022. However, 50.49% of the population lives in the Seoul Capital Area (SCA, mainly consisting of Seoul and Gyeonggi-do), indicating severe population gaps among regions.¹ {{HTitle|Incidence and Prevalence of Hearing Loss}}Recent epidemiological studies highlight that hearing loss affects a substantial portion of the Korean population, with prevalence increasing markedly with age. According to population data, overall hearing impairment affects approximately 22–23% of adults aged 12 and above, combining both unilateral and bilateral loss in speech-relevant frequencies (Han et al., 2025). A 2025 study by the Korean Journal of Medical Science observed that the prevalence of any hearing loss in middle-aged and older adults was around 19.45%, with severity subdivided into mild (13.95%), moderate (4.39%), moderately severe (0.96%), and severe-to-profound (0.16%). Hearing impairment increases sharply with advancing age: individuals in their 40s showed a prevalence of 1.8%, increasing to 7.5% in their 50s, 25.3% in their 60s, and 63.9% in their 70s. Gender differences are also notable: males consistently exhibit higher rates of hearing loss across all age groups, including mild (15.7% vs. 12.6%), moderate (5.2% vs. 3.8%), and more severe categories . In addition, rural residents experience a higher incidence of severe-to-profound hearing loss compared to their urban counterparts by approximately 40% (Im et al., 2018). While severe-to-profound hearing loss (≥60 dB HL) is rarer, affecting approximately 0.46% of the national population (237,000 individuals in 2015), this condition remains most prevalent among older age groups. In children, universal newborn hearing screening has significantly improved early detection. Between 2014 and 2018, about 17.6% of 1.96 million live births were screened, leading to interventions such as middle-ear surgery (11,624 cases) and cochlear implantation (397 cases) during infancy. Furthermore, selective data suggest that congenital sensorineural hearing loss occurs in approximately 1–3 per 1,000 births, consistent with global estimates (Jeong et al., 2021). {{HTitle|Information About Audiology}}Audiology in the Republic of Korea is a well-established, multidisciplinary field that has undergone remarkable growth over the past several decades. Historically rooted in otolaryngology, the discipline has evolved to include dedicated audiologists, speech-language pathologists, and hearing aid specialists working collaboratively to deliver comprehensive hearing healthcare. Clinical services are widely available in university hospitals, private clinics, and specialized hearing centers, offering advanced diagnostic evaluations such as pure-tone and speech audiometry, otoacoustic emissions, auditory brainstem responses, and vestibular testing. Rehabilitation services include state-of-the-art hearing aid fitting and verification, cochlear implant programming, auditory training, and patient counseling, reflecting Korea’s strong commitment to evidence-based, patient-centered care. A key strength of audiology in Korea lies in its robust public health strategy, particularly the national universal newborn hearing screening (UNHS) program. Launched in 2007 and expanded with insurance coverage in 2018, the program follows international best-practice timelines, aiming for screening by one month, diagnosis by three months, and intervention by six months (“1-3-6” model). This initiative has dramatically improved early detection rates and facilitated timely interventions, including amplification and cochlear implantation, thereby enhancing language and cognitive outcomes for children with hearing loss. Korea’s policy framework also provides government subsidies for hearing aids for older adults and insurance support for cochlear implants, underlining a strong commitment to equitable hearing healthcare across the lifespan. Korea is recognized for its advanced adoption of hearing technology, including high penetration of modern hearing aids, cochlear implants, and smartphone-based fitting applications. The country’s hearing aid industry is highly developed, with active collaborations between academia and industry driving innovation in digital signal processing, AI-based speech enhancement, and tele-audiology solutions. Cochlear implantation rates are among the highest in Asia, supported by national registries and outcome studies that inform clinical best practices. === Audiological Societies and Medical Advancements in Korea === Professional societies play a central role in advancing audiology in Korea. [https://www.audiosociety.kr/ The Korean Audiological Society] The Korean Audiological Society (KAS), founded in 1966, is the oldest and most prominent academic organization dedicated to the advancement of audiology and otology in Korea. With over half a century of history, KAS has played a central role in shaping the country’s hearing healthcare landscape through research promotion, clinical training, and public health advocacy. The society fosters interdisciplinary collaboration among otolaryngologists, audiologists, speech-language pathologists, neuroscientists, and engineers, strengthening the integration of clinical expertise and scientific research. A cornerstone of KAS’s contribution to the field is its publication of the Journal of Audiology & Otology (JAO). Established in 1997, JAO is a peer-reviewed, open-access journal committed to disseminating high-quality research on hearing, balance, auditory neuroscience, and clinical practice. Indexed in PubMed, Scopus, ESCI, and Web of Science, JAO maintains an impact factor of approximately 1.4 (2024–2025) and serves as a respected platform for both Korean and international scholars. In addition to its journal, KAS develops and publishes practical clinical manuals in Korean—covering pure-tone and speech audiometry, ABR, OAE, and speech perception testing—to support standardized, evidence-based practice across diverse clinical settings. KAS is also renowned for organizing annual scientific conferences and workshops, promoting continuing professional education and knowledge exchange. Through its commitment to research, education, and advocacy, the Korean Audiological Society remains a leading force in advancing hearing health in Korea and contributing to global audiology. [http://www.audiologykorea.kr/mall/english/introduction.asp Korean Academy of Audiology] The Korean Academy of Audiology (KAA) is a national professional society devoted to advancing the science and clinical practice of audiology and hearing rehabilitation in Korea. Founded in 1998 as a non-profit organization, KAA serves as an academic and professional hub for audiologists, hearing aid specialists, speech-language pathologists, educators, and researchers committed to improving hearing health across the lifespan. Its mission emphasizes fostering research in auditory science, training highly qualified professionals, promoting evidence-based clinical practice, and strengthening Korea’s capacity for hearing healthcare delivery. KAA manages and publishes the Audiology & Speech Research (ASR) journal, a peer-reviewed, quarterly publication that serves as a vital academic platform for Korean and international researchers. Formerly known simply as Audiology, ASR publishes original research articles, clinical reports, and reviews spanning audiology, hearing aid technology, cochlear implantation, speech-language pathology, and rehabilitation science. The journal is indexed in Korea Citation Index (KCI) and Scopus, reflecting its recognized role in the region’s academic ecosystem. Beyond publishing, KAA organizes annual conferences, symposia, and workshops that focus on clinical training, technological advances, and case-based learning. These events offer hands-on education in hearing aid fitting and verification, cochlear implant mapping, auditory training, and tele-audiology, supporting the professional development of Korea’s audiology workforce. By fostering collaboration across academia, clinics, and industry, the Korean Academy of Audiology continues to enhance the quality of hearing healthcare services in Korea and contribute to the broader field of audiology. [https://wca2026seoul.com/ 37th World Congress of Aduiology] Finally, Korea’s global engagement in audiology is highlighted by its active participation in international conferences and research collaborations. In 2026, Seoul will host the 37th World Congress of Audiology (WCA 2026) under the auspices of the International Society of Audiology. This event will provide an outstanding platform to showcase Korea’s achievements in hearing research, public health policy, clinical innovation, and patient care, fostering greater international collaboration and knowledge exchange in the global audiology community. {{HTitle|Research in Audiology}}Research in audiology in the Republic of Korea represents a dynamic, interdisciplinary field that integrates clinical science, neuroscience, engineering, rehabilitation, and public health. The country has seen substantial growth in both the volume and sophistication of audiological research over the past two decades, reflecting advances in healthcare policy, technology, and academic infrastructure. Korean audiology research encompasses a wide range of topics, from basic studies of auditory physiology and psychoacoustics to applied clinical investigations and technology development. Universities and medical centers across Korea maintain active research programs in auditory neuroscience, including cortical and brainstem electrophysiology, speech perception in noise, central auditory processing disorders, and aging-related hearing loss. These efforts are complemented by behavioral research on speech discrimination and working memory in older adults with hearing impairment, as well as studies examining the cognitive consequences of untreated hearing loss. A strong tradition of clinical research underpins Korea’s advances in diagnostic and rehabilitative audiology. Investigators routinely conduct large-scale epidemiological studies to estimate the prevalence and risk factors for hearing loss across the lifespan. Recent national surveys have clarified the age- and sex-specific burden of hearing impairment, highlighting disparities between urban and rural regions and guiding policy on screening and intervention. Korea's universal newborn hearing screening program, launched in 2007 and fully covered by national health insurance since 2018, has itself become a subject of population-based research, demonstrating significant gains in early detection rates and informing best-practice models for early intervention. Technological innovation is also a major focus. Korean research institutions and industry partners collaborate on the development of advanced hearing aids, cochlear implant systems, and assistive listening technologies. Topics of particular interest include digital signal processing, AI-driven noise reduction and speech enhancement, smartphone-based remote fitting systems, and tele-audiology delivery models. Pilot studies and clinical trials continue to evaluate the feasibility, safety, and efficacy of these technologies in diverse patient populations. {{HTitle|Audiology Charities}}The Korea Association of the Deaf (KAD) and regional branches advocate for the rights and welfare of deaf and hard‑of‑hearing individuals. They manage vocational training, sign language interpretation services, legal support, and also organize donation campaigns for hearing devices. The Snail of Love is a prominent South Korean non-profit organization dedicated to supporting people with hearing loss through hearing-aid donations, cochlear implant sponsorship, and hearing rehabilitation programs. Established in 2007, the organization’s mission is to help individuals with hearing impairment—particularly children and low-income families—regain the ability to communicate and fully participate in society. {{HTitle|Challenges, Opportunities and Notes}} {{HTitle|References}} # Ministry of Culture, Sports and Tourism https://www.korea.net/AboutKorea/Society/South-Korea-Summary <references /> </div></div> <ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref><ref>{{Cite journal|last=Jeong|first=Junhui|last2=Youk|first2=Tae Mi|last3=Oh|first3=Jangwon|last4=Eo|first4=Tae Seong|last5=Choi|first5=Hyun Seung|date=2021-08-01|title=Neonatal and maternal risk factors for hearing loss in children based on population-based data of Korea|url=https://www.sciencedirect.com/science/article/pii/S0165587621001932|journal=International Journal of Pediatric Otorhinolaryngology|volume=147|pages=110800|doi=10.1016/j.ijporl.2021.110800|issn=0165-5876}}</ref><ref>{{Cite journal|last=Im|first=Gi Jung|last2=Ahn|first2=Joong Ho|last3=Lee|first3=Jun Ho|last4=do Han|first4=Kyung|last5=Lee|first5=Seung Hwan|last6=Kim|first6=Jin-Sook|last7=Jang|first7=Hyunsook|last8=Chung|first8=Jong Woo|date=2018-07-02|title=Prevalence of severe-profound hearing loss in South Korea: a nationwide population-based study to analyse a 10-year trend (2006–2015)|url=https://www.nature.com/articles/s41598-018-28279-z|journal=Scientific Reports|language=en|volume=8|issue=1|pages=9940|doi=10.1038/s41598-018-28279-z|issn=2045-2322}}</ref><ref>{{Cite journal|last=Han|first=Sang-Yoon|last2=Seo|first2=Hee Won|last3=Lee|first3=Seung Hwan|last4=Chung|first4=Jae Ho|date=2024-10-15|title=Revisiting Age-Related Normative Hearing Levels in Korea|url=https://doi.org/10.3346/jkms.2025.40.e3|journal=Journal of Korean Medical Science|language=en|volume=40|issue=2|doi=10.3346/jkms.2025.40.e3|issn=1598-6357}}</ref>{{:Global Audiology/Authors-1|Junhui Jeong|2=https://scholar.google.com/citations?hl=ko&user=mtdgPPQAAAAJ&hl=en}}{{:Global Audiology/footer}} [[Category:Korea]] <references /> 47ybvgd0dc8ojhn9upzfsrgxjdshe6f 0 321377 2720603 2713066 2025-07-03T18:30:07Z Bocardodarapti 289675 2720603 wikitext text/x-wiki {{Linear algebra (Osnabrück 2024-2025)/Part II/Exercise sheet design|53| {{Subtitle|Exercises}} {{ inputexercise |Normed finite-dimensional vector spaces/Linear mapping/Maximum norm/Norm/Exercise|| }} {{ inputexercise |Euclidean vector spaces/Linear mapping/Norm/Obtained/Exercise|| }} {{ inputexercise |Matrix/2 -3 4 5/Norms/Exercise|| }} {{ inputexercise |Column sum norm/As maximum norm/Exercise|| }} {{ inputexercise |Linear mapping/R^2 to R^2/1010/Diagonalizable/Norm and eigenvalues/Exercise|| }} {{ inputexercise |Linear form/R^n/Vector with norm/Exercise|| }} {{ inputexercise |Matrix/Multiplication/K/Continuity/Exercise|| }} {{:Metric spaces/Lipschitz continuous/Definition|}} {{ inputexercise |Normed finite-dimensional vector spaces/Linear mapping/Lipschitz continuous/Exercise|| }} {{ inputexercise |Normed vector space/Linear mapping/Norm estimate/Stable/Exercise|| }} {{ inputexercise |Normed finite-dimensional vector spaces/Linear mapping/Contraction iff norm less 1/Exercise|| }} {{ inputexercise |Jordan-matrix/2/i/Powers/Convergence behavior/Exercise|| }} {{ inputexercise |Jordan normal form/3/Power/Formula/Exercise|| }} {{ inputexercise |Spectral radius/Norm properties/Exercise|| }} {{ inputexercise |Normed vector space/Finite-dimensional/Sequence/Convergence/Basis/Exercise|| }} {{ inputexercise |Nilpotent endomorphism/Asymptotically stable/Exercise|| }} {{ inputexercise |Matrix/Finite order/Stable/Exercise|| }} {{ inputexercise |Isometry/Stable/Characterization/Exercise|| }} {{ inputexercise |Endomorphism/Asymptotically stable/Direct sum decomposition/Exercise|| }} {{ inputexercise |Endomorphism/Stable/Direct sum decomposition/Exercise|| }} {{ inputexercise |Endomorphism/Convergence/Direct sum decomposition/Exercise|| }} {{ inputexercise |Jordan block/Power/Effect on 11.../Exercise|| }} {{ inputexercise |Endomorphism/K/Powers/Convergence/Fact/Proof/Exercise|| }} {{ inputexercise |Finite-dimensional K-vector spaces/Isomorphism/Stability concepts/Exercise|| }} {{ inputexercise |Finite-dimensional K-vector spaces/Stability concepts/Determinant/Exercise|| }} {{ inputexercise |Finite-dimensional K-vector spaces/Stability concepts/Determinant/No reverse/Exercise|| }} {{:Metric space/Mapping sequence/Pointwise convergent/Definition|}} {{ inputexercise |Matrices/Convergent entries/Pointwise convergent linear mapping/Exercise|| }} {{Subtitle|Hand-in-exercises}} {{ inputexercise |Normed finite-dimensional vector spaces/Linear mapping/Norm estimate/Fact/Proof/Exercise|m| }} {{ inputexercise |Matrix/3 2 0 1/Norms/Exercise|m| }} {{ inputexercise |Euclidean vector space/Linear mapping/Orthogonal diagonalizable/Eigenvalues and norm/Exercise|m| }} {{ inputexercise |Finite-dimensional normed vector space/Matrix powers/Eventually periodic/Characterizations/Exercise|m| }} {{ inputexercise |Real plane/Several norms/Maximal point set with discrete metric/Exercise|m| }} }} d29mpgls91plkifxtgoxgazt5ymp0ve 0 321387 2720598 2712875 2025-07-03T12:16:33Z Bocardodarapti 289675 2720598 wikitext text/x-wiki {{ Mathematical text/Exercise{{{opt|}}} |Text= Compute for the matrix {{ Math/display|term= {{op:Matrix22|6|-2|-5|7}} |pm= }} {{ Enumeration3/a |the {{ Definitionlink |maximum norm| |Context=finite| |pm=, }} the {{ Definitionlink |sum norm| |Context=| |pm=, }} and the {{ Definitionlink |Euclidean norm| |Context=| |pm=, }} |the {{ Definitionlink |maximum norm| |Context=| |pm= }} for the maximum norm, the sum norm, or the Euclidean norm on {{mat|term= \R^2 |pm=}} in all combinations, |the column sum norm and the row sum norm. }} |Textform=Exercise |Category= |Marks=7 |m1=1 |m2=5 |m3=1 }} rvu7gwb6gxsqzo99y9z3f4907qaszam 2720599 2720598 2025-07-03T14:49:36Z Bocardodarapti 289675 2720599 wikitext text/x-wiki {{ Mathematical text/Exercise{{{opt|}}} |Text= Compute for the matrix {{ Math/display|term= {{op:Matrix22|6|-2|-5|7}} |pm= }} {{ Enumeration3/a |the {{ Definitionlink |maximum norm| |Context=finite| |pm=, }} the {{ Definitionlink |sum norm| |Context=| |pm=, }} and the {{ Definitionlink |Euclidean norm| |Context=| |pm=, }} |the {{ Definitionlink |maximum norm| |Context=| |pm= }} for the maximum norm, the sum norm, or the Euclidean norm on {{mat|term= \R^2 |pm=}} in all combinations, |the column sum norm and the row sum norm. }} |Textform=Exercise |Category= |Marks=11 |m1=1 |m2=9 |m3=1 }} tmfje8r8cyovdnld147pb80u9s1j7ar 0 321701 2720607 2716797 2025-07-03T21:53:33Z 2603:6010:C900:4898:BDEC:F504:434A:3FC5 2720607 wikitext text/x-wiki :''This discusses an interview 2025-05-08 with Seth Stern<ref name=Stern><!--Seth Stern-->{{cite Q|Q134333839}}</ref> and Lauren Harper<ref name=Harper><!--Lauren Harper-->{{cite Q|Q134371468}}</ref> about the Freedom of the Press Foundation. A video and 29:00 mm:ss podcast excerpted from the interview will be added when available. The podcast will be released 2025-05-17 to the fortnightly "Media & Democracy" show<ref name=M&D><!--Media & Democracy-->{{cite Q|Q127839818}}</ref> syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]<ref><!--Pacifica Radio Network-->{{cite Q|Q2045587}}</ref> Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].<ref><!--list of Pacifica Radio stations and affiliates-->{{cite Q|Q6593294}}</ref>'' {{shortcut:POST}} :''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV>The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs</ref> and treating others with respect.<ref name=AGF>[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|"Don't assume things; be skeptical about everything."]] That's wise. However, we should still treat others with respect while being skeptical.</ref>'' [[File:Freedom of the Press Foundation says.webm|thumb|2025-05-08 nterview with Seth Stern<ref name=Stern/> and Lauren Harper<ref name=Harper/>, Director of Advocacy and Daniel Ellsberg Chair on Government Secrecy, respectively, for Freedom of the Press Foundation]] [[File:Freedom of the Press Foundation says.ogg|thumb|29:00 mm:ss of excerpts from a 2025-05-08 interview with Seth Stern and Lauren Harper of Freedom of the Press Foundation.]] Seth Stern,<ref name=Stern/> Director of Advocacy for Freedom of the Press Foundation, and Lauren Harper,<ref name=Harper/> their Daniel Ellsberg Chair on Government Secrecy, discuss their work with Spencer Graves.<ref><!--Spencer Graves-->{{cite Q|Q56452480}}</ref> Freedom of the Press Foundation works to protect journalists and their sources in several ways:<ref><!--Freedom of the Press Foundation -->{{cite Q|Q5500827}}</ref> * [[w:SecureDrop|SecureDrop]]: They develop and maintain their open source whistleblower submission system to facilitate anonymous and secure communications between sources and journalists.<ref><!--Technology: Our open source software tools protect newsrooms, journalists, and their sources-->{{cite Q|Q134334311}}</ref> The project was begun in part by [[w:Aaron Swartz|Aaron Swartz]], who tragically killed himself under intense pressure from the FBI on questionable grounds. * Digital security education for news organizations.<ref><!--Digital Security Education: Explore resources, training, and other services you can use to protect your work and your sources in the digital age.-->{{cite Q|Q134335013}}</ref> * [[w:Freedom of the press in the United States#U.S. Press Freedom Tracker|U.S. Press Freedom tracker]], documenting attacks on journalists including assaults and arrests for activities that seemingly should be protected by the First Amendment.<ref><!--U.S. Press Freedom Tracker-->{{cite Q|Q134335566}}, accessed 2025-05-01.</ref> They documented 2,530 such attacks on secrecy, surveillance, and the rights of journalists and whistleblowers in the 8 years between 2017 and 2024. A third of those attacks were in the single year 2020, the last year of President Trump's first term.<ref>Click "all time" at <!--https://pressfreedomtracker.us/-->{{cite Q|Q134336764}}</ref> * Staying current on these issues.<ref><!-- The Latest: Mobilizing allies and the public to create tangible change for press freedom.-->{{cite Q|Q134337247}}</ref> One "featured issue" in the last category says, "Reform Government Secrecy", claiming that, "The U.S. classifies far too many secrets, obstructing democracy."<ref><!--Reform Government Secrecy: The U.S. classifies far too many secrets, obstructing democracy-->{{cite Q|Q134337726}}</ref> This includes "‘The Classified Catalog’ launches to track secrecy news", numerous things the Trump administration has done since 2025-01-20 to erode "the information environment in ways this country has never seen.<ref><!--‘The Classified Catalog’ launches to track secrecy news-->{{cite Q|Q134387817}}</ref> These steps changes include the following: * [[Trump ordered changes in public data|Deleted thousands of datasets from agency websites]]. * Closed agencies’ [[w:Freedom of Information Act (United States)|Freedom of Information Act]] offices.<ref>Harper (2025-04-13).</ref> * Used disappearing messaging apps and failed to preserve government records.<ref>Harper (2025-03-30).</ref> * Ordered federal health agencies to stop communicating with the public.<ref>Klippenstein (2025).</ref> * Gutted a key surveillance oversight board.<ref>Weissmann (2025).</ref> * Mass-fired inspectors general.<ref>Harper (2025-01-28).</ref> * Replaced independent, professional leadership at the National Archives with unqualified appointees.<ref>Harper (2025-02-20).</ref> * Attempted to illegally destroy agency records.<ref>Harper (2025-03-16).</ref> == US government secrecy == === Complicity in nuclear proliferation === Graves asked about claims by [[w:Richard Barlow (intelligence analyst)|Richard Barlow]] that the US State Department had clandestinely supported illegal exports of "dual use technologies" to Pakistan, without which Pakistan would likely not have nuclear weapons today -- and North Korea got some of their nuclear technology from Pakistan. Harper ageed, noting that she had previously worked with the [[w:National Security Archive|National Security Archive]]. William Burr<ref> https://nsarchive.gwu.edu/about/staff/dr-william-burr </ref> directs their "Nuclear Vault", which contains resources from their "Nuclear Documentation Project".<ref> https://nsarchive.gwu.edu/project/nuclear-vault </ref> He has led a decades-long struggle to get records that are 50, 60 and 70 years old declassified. Many documents they get are so heavily redacted that you cannot make sense out of any of it. This "makes it more difficult for current policymakers to craft effective and rational nuclear policy." === Moynihan Commission on Government Secrecy === Graves then asked about the [[w:Moynihan Commission on Government Secrecy|Moynihan Commission on Government Secrecy]] of the 1990s. Harper said "they basically said that government secrecy effectively works as a form of government regulation, because the public cannot engage in their right to selfgovern when they don't have access to this information that the government routinely overclassifies. One of the things they suggested over 30 years ago and we still haven't done is that the Senate should get involved, and the Congress should get involved in legislating on classification." Harper mentioned a couple of bills to reform government secrecy that had been introduced in the last Congress but died in committee. She hopes they will get reintroduced. === Claims of national security === Graves asked about "[[w:State secrets privilege|state secrets privilege]]". Stern said that it severely limits the ability of anyone to question a claim of national security. "We are seeing the Trump administration frequently abuse the national security flag ... whenever it wants to make exceptions to the law." Occasionally a media outlet will write a story or an editorial expressing concern about such claims, but there's no follow-up reporting. Stern noted that [[w:Donald Trump–TikTok controversy|TikTok, an app hosting millions of posters, was banned]] based on admittedly hypothetical threats that China might use it to spy on Americans. Nothing was ever proven, "and now suddenly Donald Trump has decided he doesn't want to ban TikTok anymore, because he sees a route to make money off of it, and no one's concerned about national security." Stern mentioned the [[w:2022–2023 Pentagon document leaks|discord leaks a couple years ago]]. It was a big story with plenty of reporting for two days that quoted "administration officials saying, 'The sky is falling. This is a major threat to national security. ... [P]eople are in danger for their lives.' ... Six months later, the sky is still there, and nothing has happened that these people predicted. There's no follow-up reporting." == The role of the media in sustaining the system of political corruption == Graves asked about the role of the media in sustaining the system of political corruption that threaten us and international security. Stern said, {{quote|One thing that the last few weeks have put to rest is the myth that billionaires and major conglomerates with interests far beyond the media or their news holdings can possibly run news outlets without impacting the direction of coverage -- without either directly or indirectly causing reporters to shy away from stories that might upset either business or political connections. ... [W]hen you had a president who was willing to threaten their business interests, ... they caved immediately. They settled defensible cases. The case ABC settled was very defensible. ... When I was practicing law, I defended an almost identical case involving a college professor who had been accused of sexual assault. A newspaper reported he had been accused of rape. A judge threw that out, saying essentially the terms are interchangeable. How were you damaged? Find me someone who was willing to do business with an accused sexual assailant but drew the line at an accused rapist. That person doesn't exist. There are no damages. This is a frivolous case. ... CBS is currently mediating over editing of a video interview that is even more baseless. You will not find a First Amendement law expert in the world who is not wearing a Donald Trump lapel pin who is going to tell you that that case has any legal ground whatsoever. And it's pretty much an open secret, not even a secret, that the only reason CBS is even thinking about settling this case is because it wants the Trump administration to approve its merger. Essentially they are using the legal system to launder what would otherwise be called bribes, but which are okay as long as a judge signs off on it. ... Despite all the brilliant journalists who work for corporate media outlets -- and I'm not looking to knock anyone ... ''[[w:The New York Times|The New York Times]]'', ''[[w:The Washington Post|Washington Post]]'', ABC, CBS, they all have incredible journalists working for them. But the end product is not in the hands of those individuals. How much any particular story gets headline news treatment versus gets burried. That's not in the hands of those individuals. ... I think it's really time for people who value well reported, independent, aggressive, adversarial journalism to support independent news outlets, nonprofit news outlets. Nonprofits aren't a perfect solution. You're still subject to the whims of donors.}} Harper added that the money from the ABC settlement was reportedly "going to Trump's presidential library. But this isn't technically true. It was going to a private presidential foundation and museum, ... and those are private, effectively corporate entities with basically no campaign contribution limits ... . It's an excellent way and an excellent plact to put dark money. ... [I]t's being reported as going to something that's going to somehow enrich the public understanding of the Trump Presidency, which, of course, it won't." == Local news == Stern encourages people to "subscribe to their local papers. We've got [[w:news deserts|news deserts]] all over this country." Graves added that "local" should mean locally owned, not part of a major national chain. Stern agreed, saying that's what he meant by "local". Graves noted that was "not obvious. [[Vulture capitalists destroying newspapers|''The Denver Post'' is not a local paper anymore.]]" Seth replied, "You're exactly right." == Previous interview with Freedom of the Press Foundation == Graves previously interviewed Kirsten McCudden, Vice President of Editorial of Freedom of the Press Foundation <ref><!--Kirstin McCudden-->{{cite Q|Q134341766}}</ref> not quite two years ago on 2023-07-18.<ref><!-- Freedom of the Press Foundation works to improve news and democracy-->{{cite Q|Q134341296}}--></ref> == The need for media reform to improve democracy == This article is part of [[:category:Media reform to improve democracy]]. We describe here briefly the motivation for this series. [[Great American Paradox|One major contributor to the dominant position of the US in the international political economy]] today may have been the [[w:Postal Service Act|US Postal Service Act of 1792]]. Under that act, newspapers were delivered up to 100 miles for a penny when first class postage was between 6 and 25 cents. [[w:Alexis de Tocqueville|Alexis de Tocqueville]], who visited the relatively young United States of America in 1831, wrote, “There is scarcely a hamlet that does not have its own newspaper.”<ref>Tocqueville (1835, p. 93).</ref> McChesney and Nichols estimated that these newspaper subsidies were roughly 0.21 percent of national income (Gross Domestic Project, GDP) in 1841.<ref>McChesney and Nichols (2010, pp. 310-311, note 88).</ref> At that time, the US probably led the world by far in the number of independent newspaper publishers per capita or per million population. This encouraged literacy and limited political corruption, both of which contributed to making the US a leader in the rate of growth in average annual income (Gross Domestic Product, GDP, per capita). Corruption was also limited by the inability of a small number of publishers to dominate political discourse. That began to change in the 1850s and 1860s with the introduction of high speed rotary presses, which increased the capital required to start a newspaper.<ref>John and Silberstein-Loeb (2015, p. 80).</ref> In 1887 [[w:William Randolph Hearst|William Randolph Hearst]] took over management of his father’s ''[[w:San Francisco Examiner|San Francisco Examiner]]''. His success there gave him an appetite for building a newspaper chain. His 1895 purchase of the ''[[w:New York Morning Journal|New York Morning Journal]]'' gave him a second newspaper. By the mid-1920s, he owned 28 newspapers. Consolidation of ownership of the media became easier with the introduction of broadcasting and even easier with the Internet.<ref>John and Silberstein-Loeb (2015). See also Wikiversity, “[[Information is a public good: Designing experiments to improve government]]” and “[[:Category:Media reform to improve democracy]]“.</ref> [[:Category:Media reform to improve democracy|This consolidation seems to be increasing political polarization and violence worldwide]], threatening democracy itself. === The threat from loss of newspapers === A previous ''Media & Democracy'' interview with Arizona State University accounting professor Roger White on "[[Local newspapers limit malfeasance]]" describes problems that increase as the quality and quantity of news declines and ownership and control of the media become more highly concentrated: Major media too often deflect the public's attention from political corruption enabled by poor media. This too often contributes to other problems like [[w:Scapegoating|scapegoating]] [[w:Immigration|immigrants]] and attacking [[w:Diversity, equity, and inclusion|Diversity, equity, and inclusion]] (DEI) while also facilitating increases in pollution, the cost of borrowing, political polarization and violence, and decreases in workplace safety. More on this is included in other interviews in this ''Media & Democracy'' series available on Wikiversity under [[:Category:Media reform to improve democracy]]. An important quantitative analysis of the problems associated with deficiencies in news is Neff and Pickard (2024). They analyzed data on media funding and democracy in 33 countries. The US has been rated as a "flawed democracy" according to the [[w:Economist Democracy Index|Economist Democracy Index]] and spends substantially less per capita on media compared to the world's leading democracies in Scandinavia and Commonweath countries. They note that commercial media focus primarily on people with money, while publicly-funded media try harder to serve everyone. Public funding is more strongly correlated with democracy than private funding. This recommends increasing public funding for media as a means of strengthening democracy. See also "[[Information is a public good: Designing experiments to improve government]]". ==Discussion == :''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV/> and treating others with respect.<ref name=AGF/>]'' == Notes == {{reflist}} == Bibliography == * <!--Lauren Harper (2025-01-28) "With inspectors general under threat, Espionage Act charges may soar"-->{{cite Q|Q134388337}} * <!--Lauren Harper (2025-02-20) "Hostile takeover at National Archives erodes our right to know-->{{cite Q|Q134388449}} * <!--Lauren Harper (2025-03-16) " It’s Marco Rubio’s party, and he’ll burn documents if he wants to-->{{cite Q|Q134388555}} * <!--Harper (2025-03-30) "The Signalgate problem nobody is talking about"-->{{cite Q|Q134387986}} * <!--Harper (2025-04-13) "Here’s how the firing of FOIA officials could hurt the DOGE audit"-->{{cite Q|Q134387841}} * <!--Richard R. John and Jonathan Silberstein-Loeb (eds.; 2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet (Oxford University Press)-->{{cite Q|Q131468166|authors=Richard R. John and Jonathan Silberstein-Loeb, eds.}} * <!--Ken Kippenstein (2025-01-30) " Trump administration just ordered a blackout on public communications by agencies across government, multiple officials tell me", post to X-->{{cite Q|Q134388106}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Alexis de Tocqueville (1835, 1840; trad. 2001) Democracy in America (trans. by Richard Heffner, 2001; New America Library) -->{{cite Q|Q112166602|publication-date=unset|author=Alexis de Tocqueville (1835, 1840; trad. 2001)}} * <!--Andrew Weissmann (2025-01-22) " What Just Happened: What Trump’s Hobbling Of The Privacy Oversight Board Portends For Exercise Of Surveillance Powers", Just Security-->{{cite Q|Q134389408}} [[Category:Media]] [[Category:News]] [[Category:Politics]] [[Category:Media reform to improve democracy]] <!--list of categories https://en.wikiversity.org/wiki/Wikiversity:Category_Review [[Wikiversity:Category Review]]--> abixg3m18ldvxymg9kjca3lbqdmdgec 2720608 2720607 2025-07-03T21:53:58Z 2603:6010:C900:4898:BDEC:F504:434A:3FC5 2720608 wikitext text/x-wiki :''This discusses an interview 2025-05-08 with Seth Stern<ref name=Stern><!--Seth Stern-->{{cite Q|Q134333839}}</ref> and Lauren Harper<ref name=Harper><!--Lauren Harper-->{{cite Q|Q134371468}}</ref> about the Freedom of the Press Foundation. A video and 29:00 mm:ss podcast excerpted from the interview will be added when available. The podcast will be released 2025-05-17 to the fortnightly "Media & Democracy" show<ref name=M&D><!--Media & Democracy-->{{cite Q|Q127839818}}</ref> syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]<ref><!--Pacifica Radio Network-->{{cite Q|Q2045587}}</ref> Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].<ref><!--list of Pacifica Radio stations and affiliates-->{{cite Q|Q6593294}}</ref>'' {{shortcut|POST}} :''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV>The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs</ref> and treating others with respect.<ref name=AGF>[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|"Don't assume things; be skeptical about everything."]] That's wise. However, we should still treat others with respect while being skeptical.</ref>'' [[File:Freedom of the Press Foundation says.webm|thumb|2025-05-08 nterview with Seth Stern<ref name=Stern/> and Lauren Harper<ref name=Harper/>, Director of Advocacy and Daniel Ellsberg Chair on Government Secrecy, respectively, for Freedom of the Press Foundation]] [[File:Freedom of the Press Foundation says.ogg|thumb|29:00 mm:ss of excerpts from a 2025-05-08 interview with Seth Stern and Lauren Harper of Freedom of the Press Foundation.]] Seth Stern,<ref name=Stern/> Director of Advocacy for Freedom of the Press Foundation, and Lauren Harper,<ref name=Harper/> their Daniel Ellsberg Chair on Government Secrecy, discuss their work with Spencer Graves.<ref><!--Spencer Graves-->{{cite Q|Q56452480}}</ref> Freedom of the Press Foundation works to protect journalists and their sources in several ways:<ref><!--Freedom of the Press Foundation -->{{cite Q|Q5500827}}</ref> * [[w:SecureDrop|SecureDrop]]: They develop and maintain their open source whistleblower submission system to facilitate anonymous and secure communications between sources and journalists.<ref><!--Technology: Our open source software tools protect newsrooms, journalists, and their sources-->{{cite Q|Q134334311}}</ref> The project was begun in part by [[w:Aaron Swartz|Aaron Swartz]], who tragically killed himself under intense pressure from the FBI on questionable grounds. * Digital security education for news organizations.<ref><!--Digital Security Education: Explore resources, training, and other services you can use to protect your work and your sources in the digital age.-->{{cite Q|Q134335013}}</ref> * [[w:Freedom of the press in the United States#U.S. Press Freedom Tracker|U.S. Press Freedom tracker]], documenting attacks on journalists including assaults and arrests for activities that seemingly should be protected by the First Amendment.<ref><!--U.S. Press Freedom Tracker-->{{cite Q|Q134335566}}, accessed 2025-05-01.</ref> They documented 2,530 such attacks on secrecy, surveillance, and the rights of journalists and whistleblowers in the 8 years between 2017 and 2024. A third of those attacks were in the single year 2020, the last year of President Trump's first term.<ref>Click "all time" at <!--https://pressfreedomtracker.us/-->{{cite Q|Q134336764}}</ref> * Staying current on these issues.<ref><!-- The Latest: Mobilizing allies and the public to create tangible change for press freedom.-->{{cite Q|Q134337247}}</ref> One "featured issue" in the last category says, "Reform Government Secrecy", claiming that, "The U.S. classifies far too many secrets, obstructing democracy."<ref><!--Reform Government Secrecy: The U.S. classifies far too many secrets, obstructing democracy-->{{cite Q|Q134337726}}</ref> This includes "‘The Classified Catalog’ launches to track secrecy news", numerous things the Trump administration has done since 2025-01-20 to erode "the information environment in ways this country has never seen.<ref><!--‘The Classified Catalog’ launches to track secrecy news-->{{cite Q|Q134387817}}</ref> These steps changes include the following: * [[Trump ordered changes in public data|Deleted thousands of datasets from agency websites]]. * Closed agencies’ [[w:Freedom of Information Act (United States)|Freedom of Information Act]] offices.<ref>Harper (2025-04-13).</ref> * Used disappearing messaging apps and failed to preserve government records.<ref>Harper (2025-03-30).</ref> * Ordered federal health agencies to stop communicating with the public.<ref>Klippenstein (2025).</ref> * Gutted a key surveillance oversight board.<ref>Weissmann (2025).</ref> * Mass-fired inspectors general.<ref>Harper (2025-01-28).</ref> * Replaced independent, professional leadership at the National Archives with unqualified appointees.<ref>Harper (2025-02-20).</ref> * Attempted to illegally destroy agency records.<ref>Harper (2025-03-16).</ref> == US government secrecy == === Complicity in nuclear proliferation === Graves asked about claims by [[w:Richard Barlow (intelligence analyst)|Richard Barlow]] that the US State Department had clandestinely supported illegal exports of "dual use technologies" to Pakistan, without which Pakistan would likely not have nuclear weapons today -- and North Korea got some of their nuclear technology from Pakistan. Harper ageed, noting that she had previously worked with the [[w:National Security Archive|National Security Archive]]. William Burr<ref> https://nsarchive.gwu.edu/about/staff/dr-william-burr </ref> directs their "Nuclear Vault", which contains resources from their "Nuclear Documentation Project".<ref> https://nsarchive.gwu.edu/project/nuclear-vault </ref> He has led a decades-long struggle to get records that are 50, 60 and 70 years old declassified. Many documents they get are so heavily redacted that you cannot make sense out of any of it. This "makes it more difficult for current policymakers to craft effective and rational nuclear policy." === Moynihan Commission on Government Secrecy === Graves then asked about the [[w:Moynihan Commission on Government Secrecy|Moynihan Commission on Government Secrecy]] of the 1990s. Harper said "they basically said that government secrecy effectively works as a form of government regulation, because the public cannot engage in their right to selfgovern when they don't have access to this information that the government routinely overclassifies. One of the things they suggested over 30 years ago and we still haven't done is that the Senate should get involved, and the Congress should get involved in legislating on classification." Harper mentioned a couple of bills to reform government secrecy that had been introduced in the last Congress but died in committee. She hopes they will get reintroduced. === Claims of national security === Graves asked about "[[w:State secrets privilege|state secrets privilege]]". Stern said that it severely limits the ability of anyone to question a claim of national security. "We are seeing the Trump administration frequently abuse the national security flag ... whenever it wants to make exceptions to the law." Occasionally a media outlet will write a story or an editorial expressing concern about such claims, but there's no follow-up reporting. Stern noted that [[w:Donald Trump–TikTok controversy|TikTok, an app hosting millions of posters, was banned]] based on admittedly hypothetical threats that China might use it to spy on Americans. Nothing was ever proven, "and now suddenly Donald Trump has decided he doesn't want to ban TikTok anymore, because he sees a route to make money off of it, and no one's concerned about national security." Stern mentioned the [[w:2022–2023 Pentagon document leaks|discord leaks a couple years ago]]. It was a big story with plenty of reporting for two days that quoted "administration officials saying, 'The sky is falling. This is a major threat to national security. ... [P]eople are in danger for their lives.' ... Six months later, the sky is still there, and nothing has happened that these people predicted. There's no follow-up reporting." == The role of the media in sustaining the system of political corruption == Graves asked about the role of the media in sustaining the system of political corruption that threaten us and international security. Stern said, {{quote|One thing that the last few weeks have put to rest is the myth that billionaires and major conglomerates with interests far beyond the media or their news holdings can possibly run news outlets without impacting the direction of coverage -- without either directly or indirectly causing reporters to shy away from stories that might upset either business or political connections. ... [W]hen you had a president who was willing to threaten their business interests, ... they caved immediately. They settled defensible cases. The case ABC settled was very defensible. ... When I was practicing law, I defended an almost identical case involving a college professor who had been accused of sexual assault. A newspaper reported he had been accused of rape. A judge threw that out, saying essentially the terms are interchangeable. How were you damaged? Find me someone who was willing to do business with an accused sexual assailant but drew the line at an accused rapist. That person doesn't exist. There are no damages. This is a frivolous case. ... CBS is currently mediating over editing of a video interview that is even more baseless. You will not find a First Amendement law expert in the world who is not wearing a Donald Trump lapel pin who is going to tell you that that case has any legal ground whatsoever. And it's pretty much an open secret, not even a secret, that the only reason CBS is even thinking about settling this case is because it wants the Trump administration to approve its merger. Essentially they are using the legal system to launder what would otherwise be called bribes, but which are okay as long as a judge signs off on it. ... Despite all the brilliant journalists who work for corporate media outlets -- and I'm not looking to knock anyone ... ''[[w:The New York Times|The New York Times]]'', ''[[w:The Washington Post|Washington Post]]'', ABC, CBS, they all have incredible journalists working for them. But the end product is not in the hands of those individuals. How much any particular story gets headline news treatment versus gets burried. That's not in the hands of those individuals. ... I think it's really time for people who value well reported, independent, aggressive, adversarial journalism to support independent news outlets, nonprofit news outlets. Nonprofits aren't a perfect solution. You're still subject to the whims of donors.}} Harper added that the money from the ABC settlement was reportedly "going to Trump's presidential library. But this isn't technically true. It was going to a private presidential foundation and museum, ... and those are private, effectively corporate entities with basically no campaign contribution limits ... . It's an excellent way and an excellent plact to put dark money. ... [I]t's being reported as going to something that's going to somehow enrich the public understanding of the Trump Presidency, which, of course, it won't." == Local news == Stern encourages people to "subscribe to their local papers. We've got [[w:news deserts|news deserts]] all over this country." Graves added that "local" should mean locally owned, not part of a major national chain. Stern agreed, saying that's what he meant by "local". Graves noted that was "not obvious. [[Vulture capitalists destroying newspapers|''The Denver Post'' is not a local paper anymore.]]" Seth replied, "You're exactly right." == Previous interview with Freedom of the Press Foundation == Graves previously interviewed Kirsten McCudden, Vice President of Editorial of Freedom of the Press Foundation <ref><!--Kirstin McCudden-->{{cite Q|Q134341766}}</ref> not quite two years ago on 2023-07-18.<ref><!-- Freedom of the Press Foundation works to improve news and democracy-->{{cite Q|Q134341296}}--></ref> == The need for media reform to improve democracy == This article is part of [[:category:Media reform to improve democracy]]. We describe here briefly the motivation for this series. [[Great American Paradox|One major contributor to the dominant position of the US in the international political economy]] today may have been the [[w:Postal Service Act|US Postal Service Act of 1792]]. Under that act, newspapers were delivered up to 100 miles for a penny when first class postage was between 6 and 25 cents. [[w:Alexis de Tocqueville|Alexis de Tocqueville]], who visited the relatively young United States of America in 1831, wrote, “There is scarcely a hamlet that does not have its own newspaper.”<ref>Tocqueville (1835, p. 93).</ref> McChesney and Nichols estimated that these newspaper subsidies were roughly 0.21 percent of national income (Gross Domestic Project, GDP) in 1841.<ref>McChesney and Nichols (2010, pp. 310-311, note 88).</ref> At that time, the US probably led the world by far in the number of independent newspaper publishers per capita or per million population. This encouraged literacy and limited political corruption, both of which contributed to making the US a leader in the rate of growth in average annual income (Gross Domestic Product, GDP, per capita). Corruption was also limited by the inability of a small number of publishers to dominate political discourse. That began to change in the 1850s and 1860s with the introduction of high speed rotary presses, which increased the capital required to start a newspaper.<ref>John and Silberstein-Loeb (2015, p. 80).</ref> In 1887 [[w:William Randolph Hearst|William Randolph Hearst]] took over management of his father’s ''[[w:San Francisco Examiner|San Francisco Examiner]]''. His success there gave him an appetite for building a newspaper chain. His 1895 purchase of the ''[[w:New York Morning Journal|New York Morning Journal]]'' gave him a second newspaper. By the mid-1920s, he owned 28 newspapers. Consolidation of ownership of the media became easier with the introduction of broadcasting and even easier with the Internet.<ref>John and Silberstein-Loeb (2015). See also Wikiversity, “[[Information is a public good: Designing experiments to improve government]]” and “[[:Category:Media reform to improve democracy]]“.</ref> [[:Category:Media reform to improve democracy|This consolidation seems to be increasing political polarization and violence worldwide]], threatening democracy itself. === The threat from loss of newspapers === A previous ''Media & Democracy'' interview with Arizona State University accounting professor Roger White on "[[Local newspapers limit malfeasance]]" describes problems that increase as the quality and quantity of news declines and ownership and control of the media become more highly concentrated: Major media too often deflect the public's attention from political corruption enabled by poor media. This too often contributes to other problems like [[w:Scapegoating|scapegoating]] [[w:Immigration|immigrants]] and attacking [[w:Diversity, equity, and inclusion|Diversity, equity, and inclusion]] (DEI) while also facilitating increases in pollution, the cost of borrowing, political polarization and violence, and decreases in workplace safety. More on this is included in other interviews in this ''Media & Democracy'' series available on Wikiversity under [[:Category:Media reform to improve democracy]]. An important quantitative analysis of the problems associated with deficiencies in news is Neff and Pickard (2024). They analyzed data on media funding and democracy in 33 countries. The US has been rated as a "flawed democracy" according to the [[w:Economist Democracy Index|Economist Democracy Index]] and spends substantially less per capita on media compared to the world's leading democracies in Scandinavia and Commonweath countries. They note that commercial media focus primarily on people with money, while publicly-funded media try harder to serve everyone. Public funding is more strongly correlated with democracy than private funding. This recommends increasing public funding for media as a means of strengthening democracy. See also "[[Information is a public good: Designing experiments to improve government]]". ==Discussion == :''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV/> and treating others with respect.<ref name=AGF/>]'' == Notes == {{reflist}} == Bibliography == * <!--Lauren Harper (2025-01-28) "With inspectors general under threat, Espionage Act charges may soar"-->{{cite Q|Q134388337}} * <!--Lauren Harper (2025-02-20) "Hostile takeover at National Archives erodes our right to know-->{{cite Q|Q134388449}} * <!--Lauren Harper (2025-03-16) " It’s Marco Rubio’s party, and he’ll burn documents if he wants to-->{{cite Q|Q134388555}} * <!--Harper (2025-03-30) "The Signalgate problem nobody is talking about"-->{{cite Q|Q134387986}} * <!--Harper (2025-04-13) "Here’s how the firing of FOIA officials could hurt the DOGE audit"-->{{cite Q|Q134387841}} * <!--Richard R. John and Jonathan Silberstein-Loeb (eds.; 2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet (Oxford University Press)-->{{cite Q|Q131468166|authors=Richard R. John and Jonathan Silberstein-Loeb, eds.}} * <!--Ken Kippenstein (2025-01-30) " Trump administration just ordered a blackout on public communications by agencies across government, multiple officials tell me", post to X-->{{cite Q|Q134388106}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Alexis de Tocqueville (1835, 1840; trad. 2001) Democracy in America (trans. by Richard Heffner, 2001; New America Library) -->{{cite Q|Q112166602|publication-date=unset|author=Alexis de Tocqueville (1835, 1840; trad. 2001)}} * <!--Andrew Weissmann (2025-01-22) " What Just Happened: What Trump’s Hobbling Of The Privacy Oversight Board Portends For Exercise Of Surveillance Powers", Just Security-->{{cite Q|Q134389408}} [[Category:Media]] [[Category:News]] [[Category:Politics]] [[Category:Media reform to improve democracy]] <!--list of categories https://en.wikiversity.org/wiki/Wikiversity:Category_Review [[Wikiversity:Category Review]]--> tfnmxi0wgbbuzd1otdyrcqgrhdlj8le 0 322054 2720695 2720583 2025-07-04T08:32:54Z Jtneill 10242 2720695 wikitext text/x-wiki __NOTOC__ <!-- __NOEDITSECTION__ --> <!-- Title - Box --> {{RoundBoxTop|theme=2}} <div style="text-align: center;"> <!-- Book title --> {{title|[[Motivation and emotion/Book/2025|<big><big>Motivation and emotion</big></big>]]:}} <!-- Book sub-title and year --> <div style="color: purple; font-size: large; font-weight: bold;"> Understanding and improving our motivational and emotional lives using psychological science (2025) </div> <!-- {| style="border:2px solid #616F7C;background-color:WhiteSmoke;padding:2px;width:80%;margin: 0 auto 1em auto;" |- |{{center top}} [[Motivation and emotion/Assessment/Topic|Topic development]] | [[Motivation and emotion/Assessment/Chapter|Book chapter]] | [[Motivation and emotion/Lectures/Introduction|Lecture 01]] | [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01]] | [[Motivation and emotion/Lectures/Historical development and assessment skills|Lecture 02]] | [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] {{center bottom}} |- |} --> <!-- Initial message --> Pre-approved topics are listed below.<br> <!-- Aiming for approximately ~150 topics - more coming.<br> --> Sign-up by creating an account and editing this page.<br> Replace "User Name" with your Wikiversity user name.<br> Or [[Motivation and emotion/Assessment/Selection#New topics|negotiate a new topic]]. <!-- Drafting message --><!-- These pages are undergoing a massive transformation.<br>~150 [[emerging scholar]]s who are studying [[Motivation and emotion|motivation and emotion]] are each authoring a resource about how psychological science can be used to understand and improve our lives.<br>Feel free to comment or contribute. --> <!-- Marking message --><!--Most of the ~150 chapters have been submitted and are now undergoing expert review.<br>Feel free to continue improving and commenting.--> </div> {{RoundBoxBottom}} <noinclude>[[Category:Motivation and emotion|{{SUBPAGENAME}}]]</noinclude> qy3jsdbmt2cm4o44jwxvrfs75llmml4 2720696 2720695 2025-07-04T08:42:12Z Jtneill 10242 Tidy 2720696 wikitext text/x-wiki __NOTOC__ <!-- __NOEDITSECTION__ --> <!-- Title - Box --> {{RoundBoxTop|theme=2}} <div style="text-align: center;"> <!-- Book title --> {{title|[[Motivation and emotion/Book/2025|<big><big>Motivation and emotion</big></big>]]:}} <!-- Book sub-title and year --> <div style="color: purple; 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font-size: large; font-weight: bold;"> Understanding and improving our motivational and emotional lives using psychological science (2025) </div> <!-- Links to training --> <!-- {| style="border:2px solid #616F7C;background-color:WhiteSmoke;padding:2px;width:80%;margin: 0 auto 1em auto;" |- |{{center top}} [[Motivation and emotion/Assessment/Topic|Topic development]] | [[Motivation and emotion/Assessment/Chapter|Book chapter]] | [[Motivation and emotion/Lectures/Introduction|Lecture 01]] | [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01]] | [[Motivation and emotion/Lectures/Historical development and assessment skills|Lecture 02]] | [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] {{center bottom}} |- |} --> <!-- Initial message --> Pre-approved topics are listed below.<br> <!-- Aiming for approximately ~150 topics - more coming.<br> --> Sign-up by [[Motivation and emotion/Wikiversity/Creating an account|creating an account]], then [[Special:EditPage/{{FULLPAGENAME}}|editing]], and publishing this page.<br> Replace "User Name" for a topic with your Wikiversity user name.<br> Or [[Motivation and emotion/Assessment/Selection#New topics|negotiate a new topic]]. <!-- Drafting message --> <!-- These pages are undergoing a massive transformation.<br>~150 [[emerging scholar]]s who are studying [[Motivation and emotion|motivation and emotion]] are each authoring a resource about how psychological science can be used to understand and improve our lives.<br>Feel free to comment or contribute. --> <!-- Marking message --> <!--Most of the ~150 chapters have been submitted and are now undergoing expert review.<br>Feel free to continue improving and commenting.--> </div> {{RoundBoxBottom}} <noinclude>[[Category:Motivation and emotion|{{SUBPAGENAME}}]]</noinclude> rk2pq04cp7d5p3kwejn5osmbk132i4h 2 322386 2720650 2720421 2025-07-04T01:45:44Z Atcovi 276019 /* Online Course Progress */ 2720650 wikitext text/x-wiki == About == Aaqib Azeez (User:Atcovi) – undergraduate psychology researcher & data analyst in training. Portfolio includes statistical projects using SPSS, SQL, R, and Excel, aimed at real-world problems in clinical psychology and business analytics. == Skills == * SPSS (syntax & GUI) {{Done}} * SQL (select, where, group by, having, joins, window functions) {{In progress}} * Excel (pivot tables, VLOOKUP, data cleaning, visualizations; complete mastery) {{In progress}} * Tableu (BI tool; connect to data, add data sources, create visualizations) {{In progress}} * R {{In progress}} == Online Course Progress == https://www.datasciencehive.com/data-analyst-path === 1.1 === '''Required''': Power BI/SQL/Microsoft Excel (or Office) '''Job responsibilities:''' "Create and maintain automated daily and weekly reports using VBA and SQL, while building new dashboards and improving existing data queries." == Portfolio Projects == '''Aim''': Projects with combinations of different skills, an analysis that meaningfully solves a problem and tells a story. * #1: '''Personal Budgeting''' – build your workflow * #2: '''Healthcare/Public Health''' – BRFSS or CDC dataset * #3: '''Education or Clinical Research''' – survey or treatment outcomes * #4: '''User Behavior''' – Wikimedia or Google Trends-style [[Category:Atcovi's Work]] tkkk0rzr8abuafgs6nfy0pik3y6d8w4 2720651 2720650 2025-07-04T02:05:18Z Atcovi 276019 /* 1.1 */ 2720651 wikitext text/x-wiki == About == Aaqib Azeez (User:Atcovi) – undergraduate psychology researcher & data analyst in training. Portfolio includes statistical projects using SPSS, SQL, R, and Excel, aimed at real-world problems in clinical psychology and business analytics. == Skills == * SPSS (syntax & GUI) {{Done}} * SQL (select, where, group by, having, joins, window functions) {{In progress}} * Excel (pivot tables, VLOOKUP, data cleaning, visualizations; complete mastery) {{In progress}} * Tableu (BI tool; connect to data, add data sources, create visualizations) {{In progress}} * R {{In progress}} == Online Course Progress == https://www.datasciencehive.com/data-analyst-path === 1.1 === ''Preference to...'' Behavioral Health Analyst. '''Required''': Power BI/SQL/Microsoft Excel (or Office) '''Job responsibilities:''' "present complex data in an easily understandable manner to both technical and non-technical stakeholders."; "proficient in data analysis software and tools such as SQL, Excel, and BI platforms (Power BI, Tableau)"; "managing large volumes of healthcare data, ensuring data accuracy and integrity, and working with multiple departments to align data-driven insights with organizational goals"; "have a significant impact on improving patient care and operational efficiency". == Portfolio Projects == '''Aim''': Projects with combinations of different skills, an analysis that meaningfully solves a problem and tells a story. * #1: '''Personal Budgeting''' – build your workflow * #2: '''Healthcare/Public Health''' – BRFSS or CDC dataset * #3: '''Education or Clinical Research''' – survey or treatment outcomes * #4: '''User Behavior''' – Wikimedia or Google Trends-style [[Category:Atcovi's Work]] 8bppgeq73zdpwyn9vfct2x909ivk2uf 2720652 2720651 2025-07-04T02:07:24Z Atcovi 276019 /* 1.1 */ 2720652 wikitext text/x-wiki == About == Aaqib Azeez (User:Atcovi) – undergraduate psychology researcher & data analyst in training. Portfolio includes statistical projects using SPSS, SQL, R, and Excel, aimed at real-world problems in clinical psychology and business analytics. == Skills == * SPSS (syntax & GUI) {{Done}} * SQL (select, where, group by, having, joins, window functions) {{In progress}} * Excel (pivot tables, VLOOKUP, data cleaning, visualizations; complete mastery) {{In progress}} * Tableu (BI tool; connect to data, add data sources, create visualizations) {{In progress}} * R {{In progress}} == Online Course Progress == https://www.datasciencehive.com/data-analyst-path === 1.1 === ''Preference to...'' Behavioral Health Data Analyst. '''Required''': Power BI/SQL/Microsoft Excel (or Office) '''Job responsibilities:''' "present complex data in an easily understandable manner to both technical and non-technical stakeholders."; "proficient in data analysis software and tools such as SQL, Excel, and BI platforms (Power BI, Tableau)"; "managing large volumes of healthcare data, ensuring data accuracy and integrity, and working with multiple departments to align data-driven insights with organizational goals"; "have a significant impact on improving patient care and operational efficiency". == Portfolio Projects == '''Aim''': Projects with combinations of different skills, an analysis that meaningfully solves a problem and tells a story. * #1: '''Personal Budgeting''' – build your workflow * #2: '''Healthcare/Public Health''' – BRFSS or CDC dataset * #3: '''Education or Clinical Research''' – survey or treatment outcomes * #4: '''User Behavior''' – Wikimedia or Google Trends-style [[Category:Atcovi's Work]] dke17mlsfog7mabwt5gsxmct8jwvyb6 0 322398 2720687 2720484 2025-07-04T04:55:59Z Jtneill 10242 /* Marking and feedback */ 2720687 wikitext text/x-wiki {{title|Exam - Guidelines}} <div style="text-align: center;">''Remotely proctored exam during the exam period''</div> <!-- {{Motivation and emotion/Assessment/In development}} --> {{TOCright}} ==Overview== * Weight: 40% * 2 hour online, remotely proctored exam during Week 14-15 (exam period) * Multiple-choice and open-ended questions * 50% about motivation and 50% about emotion * Assesses knowledge and learning from [[Motivation and emotion/Lectures|lectures]], [[Motivation and emotion/Tutorials|tutorials]], and readings * For more detail, see the [https://uclearn.canberra.edu.au/courses/17386/quizzes/65532 exam guidelines] ==Marking and feedback== * Marks and feedback will be provided when official university grades are released ==Extensions and late submissions== * Extension requests require a [https://www.canberra.edu.au/content/myuc/home/my-studies/exams/about-uc-exams.html deferred exam application] which is managed by the Exams Office * Deferred exams require appropriate documentary evidence * Late submissions are not accepted * If you don't submit this assessment it is unlikely that you will pass the unit ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | Identify the major principles of motivation and emotion | The quizzes test understanding of key theories and research in the field of motivation and emotion as emphasised in the textbook, lectures, and tutorials. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | Be professional — up-to-date knowledge and skills | Develop a broad understanding of current psychological theory and research about motivation and emotion. |} <!-- ==Instructions== * '''Attempts''': Unlimited attempts * '''Availability''': Quizzes will be available on {{Motivation and emotion/Canvas}} throughout semester * '''Content''': Quizzes consist of 10 randomly selected multiple-choice questions from a test bank designed to assess knowledge of content covered in the corresponding lectures, tutorials, and readings * '''Time limit''': 15 minutes * '''Bug bounty''' (bonus marks): Email the [[Motivation and emotion/About/Staff|unit convener]] if you identify a quiz error or possible improvement. Accepted revisions earn bonus quiz marks. --> ==See also== * [[Motivation and emotion/Assessment/Quizzes|Practice quizzes]] {{Motivation and emotion/Assessment/Navigation}} [[Category:{{BASEPAGENAME}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}| ]] odge5ury04vel4y31t6u69o74tm1766 0 322406 2720604 2025-07-03T18:30:29Z Bocardodarapti 289675 New resource with "{{ Mathematical text/Exercise{{{opt|}}} |Text= Compute for the matrix {{ Math/display|term= {{op:Matrix22|3|2|0|1}} |pm= }} {{ Enumeration3/a |the {{ Definitionlink |maximum norm| |Context=finite| |pm=, }} the {{ Definitionlink |sum norm| |Context=| |pm=, }} and the {{ Definitionlink |Euclidean norm| |Context=| |pm=, }} |the {{ Definitionlink |maximum norm| |Context=| |pm= }} for the maximum norm, the sum norm, or the Euclidean norm on {{mat|term= \R^2 |pm=}} in all..." 2720604 wikitext text/x-wiki {{ Mathematical text/Exercise{{{opt|}}} |Text= Compute for the matrix {{ Math/display|term= {{op:Matrix22|3|2|0|1}} |pm= }} {{ Enumeration3/a |the {{ Definitionlink |maximum norm| |Context=finite| |pm=, }} the {{ Definitionlink |sum norm| |Context=| |pm=, }} and the {{ Definitionlink |Euclidean norm| |Context=| |pm=, }} |the {{ Definitionlink |maximum norm| |Context=| |pm= }} for the maximum norm, the sum norm, or the Euclidean norm on {{mat|term= \R^2 |pm=}} in all combinations, |the column sum norm and the row sum norm. }} |Textform=Exercise |Category= |Marks=11 |m1=1 |m2=9 |m3=1 }} s7zkn6m8nk383osagst2nx40sf4kwr0 2 322408 2720712 2025-07-04T10:56:56Z Social advisory 3004406 Introduction: Learning Meets the Startup Culture 2720712 wikitext text/x-wiki '''''💡 The Business of Learning: How EdTech Startups Are Shaping the New Economy''''' == 🌍 Introduction: learning Meets the Startup Culture == In today’s fast-changing world, '''education is no longer confined to classrooms''', textbooks, or even universities. With the rise of '''EdTech startups''', learning has become '''on-demand''', '''personalized''', and '''commercially scalable'''. These companies aren't just digitizing education—they're '''reshaping economies''', creating jobs, and building '''the foundation for the future of work'''. This article explores how '''EdTech startups are not only transforming education''' but also becoming '''key players in the new global economy'''. == 🚀 The Rise of EdTech: A Snapshot == * The '''global EdTech market''' is projected to reach '''$400+ billion by 2030'''. * India alone has over '''4,500 EdTech startups''', including giants like '''BYJU’S''', '''upGrad''', '''Unacademy''', and '''PhysicsWallah'''. * Funding in Indian EdTech startups exceeded '''$2.2 billion in 2022''', despite a global slowdown. These companies are creating a new breed of education: '''scalable, accessible, and skill-focused'''—powered by '''technology and innovation'''. == 🧠 What Makes EdTech a Game-Changer? == === 1. Scalability Through Technology === EdTech platforms can serve '''millions of students simultaneously'''—something traditional classrooms can’t. * Platforms like '''Coursera''' or '''BYJU’S''' deliver content to millions via cloud infrastructure. * '''Automation''' (AI-based grading, chatbots, content delivery) reduces human cost and increases scale. === 2. Personalized Learning Models === AI and analytics allow these startups to deliver '''custom learning paths'''. * Adaptive systems recommend content based on a learner’s pace and performance. * '''Microlearning''' and '''bite-sized courses''' suit working professionals and Gen Z learners. === 3. Direct-to-Consumer (D2C) and B2B2C Models === EdTech startups earn through: * '''D2C Models''': Students/parents pay directly (e.g., BYJU’S subscription). * '''B2B2C Models''': Companies partner with schools, colleges, or corporates (e.g., LEAD School, upGrad for Business). * '''Freemium to Premium''': Offer free content, upsell through live classes or certifications. == 📊 How EdTech is Powering the New Economy == === 🔹 1. Job Creation and Gig Economy === * From '''educators and content creators''' to tech developers and marketing pros, EdTech has created thousands of jobs. * Platforms like '''Vedantu''' and '''Chegg''' employ '''freelance tutors''', powering a new '''gig economy for educators'''. ---- === 🔹 2. Upskilling and Employability === * EdTech bridges the '''industry-academia gap''' by teaching skills traditional colleges don’t (e.g., coding, digital marketing, AI). * Startups like '''Scaler''', '''Great Learning''', and '''Simplilearn''' focus on job-oriented training. <blockquote>🎯 '''Result:''' Students and professionals become '''more employable''', creating '''economic mobility'''.</blockquote> ---- === 🔹 3. Global Learning Economy === * EdTech erases geographic barriers. An Indian student can learn from Harvard professors via EdX or Coursera. * Language localization (vernacular EdTech) like '''ClassPlus''' and '''Doubtnut''' is expanding reach in rural and semi-urban India. ---- === 🔹 4. Democratizing Access to Education === * Traditional coaching is expensive. '''EdTech offers affordable, flexible access''' to world-class content. * Initiatives like '''National Digital Education Architecture (NDEAR)''' and '''DIKSHA''' (by the Indian Govt.) are examples of public-private synergy in EdTech. == 💼 EdTech Business Models: What Drives Them? == {| class="wikitable" !'''Model''' !'''Examples''' !'''Revenue Source''' |- |Freemium |BYJU’S, Unacademy |Free basic, paid advanced |- |Subscription |Skillshare, Coursera Plus |Monthly/yearly fee |- |Pay-per-Course |upGrad, Simplilearn |One-time payments |- |Institutional Selling |LEAD School, Toppr |B2B partnerships with schools |- |Certification Models |Great Learning, Udemy |Paid certifications, corporate tie-ups |} == 🧩 Challenges Faced by EdTech Startups == Despite growth, EdTech is '''not without hurdles''': === ⚠️ 1. High Burn Rate === Many startups spend aggressively on marketing and struggle to become profitable. === ⚠️ 2. Regulatory Uncertainty === EdTech is under scrutiny for '''data privacy''', '''misleading claims''', and '''lack of quality control'''. === ⚠️ 3. Digital Divide === Despite rising internet access, '''rural and low-income students''' still lack devices or connectivity. === ⚠️ 4. Learning Fatigue === Too many platforms, poor engagement strategies, and Zoom fatigue can reduce learning effectiveness. == 📚 Case Studies: Startups Reshaping Learning == === 🔸 BYJU’S === * Valued over $22 billion at its peak * Acquired multiple platforms including WhiteHat Jr. * Offers K-12, test prep, and international learning solutions === 🔸 PhysicsWallah (PW) === * Built from YouTube, focused on affordability * First Indian EdTech unicorn from Tier-2/3 cities * Profitable model with mass appeal === 🔸 upGrad === * Career-oriented, focuses on MBA, data science, and upskilling * Strong partnerships with universities and corporates ---- == 🔮 The Road Ahead: EdTech’s Next Frontier == # '''AI-Powered Tutors''' (e.g., ChatGPT as study assistant) # '''VR/AR Classrooms''' – Immersive learning experiences # '''Blockchain in Certifications''' – Tamper-proof degrees # '''Skill-to-Job Pipelines''' – Learn today, work tomorrow models # '''Hyper-Personalization''' – Real-time data adapting content instantly == 📝 Conclusion: Learning as an Economic Driver == EdTech startups are no longer just tech companies in the education space. They are '''economic enablers''', '''skill accelerators''', and '''opportunity creators'''. As they continue to grow, they will define how the '''next generation learns, earns, and grows'''.<blockquote>🎯 '''In the business of learning, the biggest ROI is not profit—it's impact.'''</blockquote> izb1ujc1ooqfi3iqbq9n8i4obs9bpm1